Para onde vai a História? Uma análise das metodologias de ensino e da utilização do livro didático no ensino médio

Abstract

The present study aims to investigate and analyze the perception that students in the third year of evening high school have regarding methodological strategies, including the use of textbooks, developed in History teaching. Seeking to theoretically support this study, we debate education and teaching in contemporary times, presenting Freire's conceptions of liberating education, criticality and emancipation that underpin the research. Afterwards, we address the social function of the school, moving on to the High School stage and within it we highlight youth protagonism, central elements of the study. Finally, we made an overview of History teaching, the use of textbooks, and discussed History concerned with the critical development of students and the role of teachers in this process. The research regarding its approach is qualitative; related to the objectives is exploratory, and with regard to technical procedures, it constitutes field research. To produce the data, a focus group was structured with third-year night students, who accepted the invitation. The data produced during the study were analyzed using content analysis and categorized into five thematic axes, with their categories. The results indicate that, despite considering History important for their lives, young students do not see a relationship between what is studied and their reality. The interest of students depends on the content covered, the “usefulness” of the subject and the History teacher and his teaching methodologies. Regarding teaching methodologies, they prefer dynamic and interactive ones, such as educational electronic games in quiz format and approve of research carried out during class time. Regarding the use of the textbook, students report that before the Covid 19 pandemic, the use was greater and that the way it is used is “boring”. Regarding how to use it, they described reading, copying, summarizing and answering questions. They also do not believe that using the textbook as a methodological proposal in History Teaching can develop their critical sense. Regarding education and teaching, they indicate that it could be better if they were based on dialogue and dynamic and interactive proposals. At the end of the study, we propose an educational product, a didactic proposal in the format of a workshop on textbooks. The textbook workshop aims to provide the student with the analysis of this material considered a historical object, elaborated, thought and constructed in its present time and subject to reinterpretation. This didactic-pedagogical process seeks to contribute to the development of students' critical sense, one of the objectives established for High School and History Teaching.