Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio

Abstract

The present dissertation, “For a Historical Consciousness: Autobiographical Narratives of High School History students”, starts off from my educational path as Basic Education History teacher, especially with high school students and my formation as a researcher teacher. The guiding question that I have answered in this investigation was "what relations are there between the autobiographical narrative construction of high school History students, the constitution of their historical awareness and the process of attributing meaning to themselves and to History?". The general objective of the research was to understand how high school History students’ autobiographical narratives are able to contribute for the formation of a new historical awareness, in which the learning subjects are capable to elaborate a structured historical thought that relates to the issues of practical human life. It is a research linked to a hermeneutic methodological approach, from a case study and from the perspective of complexity. In this direction, this investigation took a position at the intersection between the research field of historical education, the contributions of Santiago's Theory of Cognition and the studies of reference authors for the critical theory of the Frankfurt School, Walter Benjamin, Jürgen Habermas and Axel Honneth. This research has studied autobiographical narratives prepared by an intentional sample of 19 students and alumni from the same educational institution, over a period of two (2) months of investigation, within the specific context of the COVID-19 Pandemic. It had as main reference a pedagogical activity called Aulão de História (AH), an activity that has been developed for over a decade so far, as an extracurricular activity, in a basic education school located in the city of Santa Cruz do Sul - RS. In this investigative work, I blended the use of written records, verbal records, as well as evocation mechanisms. And, specifically, for the treatment of emergencies, aiming to follow up recurring elements in the process, I have used the markers of autopoietic process, to live in action, historical literacy and transformative history to carry out this research work. The study of the autobiographical narratives of the research participants, from the selected markers and with the theoretical support of the reference authors for this investigation, enabled me to present the following Doctoral Thesis in the field of Education: a embodied experience of History in basic education, a history in action, strengthens the emergence of reflective, critical, autonomous and singular individuals. In the same direction, there is a direct reason between providing diverse, collaborative, supportive pedagogical environments, open to conversation and coexistence, loving environments with a greater singularization potential.