scholarly journals BNCC e o passado prático: Temporalidades e produção de identidades no ensino de história

2018 ◽  
Vol 26 ◽  
pp. 107
Author(s):  
Nilton Mullet Pereira ◽  
Mara Cristina de Matos Rodrigues
Keyword(s):  
Indigenous People ◽  
Ministry Of Education ◽  
History Teaching ◽  
Latin Americans ◽  
The Past ◽  
The Social ◽  
African Descendants ◽  
Hayden White

The year 2016, in Brazil, was marked by an intensive discussion about the National Common Curricular Basis (BNCC) for history teaching. Above all, the debate focused on the narratives that should or should not be in the document, since the first version attempted to both break away from decades of Eurocentric history teaching and highlight the histories of Brazil, Africa, African descendants, Latin-Americans and Indigenous people. This investigation has approached the three versions of BNCC made available by the Ministry of Education as well as the competition of narratives in the fields of history and history teaching. From an approach situated between history and history teaching theories, this paper problematizes the basis by regarding the issue of identities and temporalities. In a theoretical dialogue with thinkers like Hayden White and the notion of practical past, among others that have enabled us to think about the processes of narrativization of the past, as well as in a dialogue with the field of history teaching, we have shown how both versions that followed the first one represent the return of an old continuing history, one that is European and disconnected from the social and identitary demands of the present time.

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

OS USOS DO PASSADO NOS ANOS DE CHUMBO: UMA ANÁLISE ICONOGRÁFICA E ICONOLÓGICA DE UM ATLAS DE EDUCAÇÃO MORAL E CÍVICA (1971)

2021 ◽  
Vol 10 (1) ◽  
pp. 392-413
Author(s):  
Marlos Vinícius Gama de Matos
Keyword(s):  
Image Analysis ◽  
School Culture ◽  
Indigenous People ◽  
History Of Education ◽  
The Other ◽  
History Teaching ◽  
The Past ◽  
Research Procedure ◽  
History Of ◽  
Cultura Escolar

Resumo: Este artigo se interessa pela cultura escolar, mais especificamente pela produção e circulação de livros didáticos e paradidáticos. Ele se insere na área da História da Educação, assim também como no campo do Ensino de História. O objetivo deste artigo é estudar a representação do passado na produção imagética deste Atlas que foi escrito e comercializado no ano de 1971. Utilizamos o método iconográfico-iconológico proposto por Peter Burke para a análise de imagens, bem como os postulados de Circe Bittencourt e Kazumi Munakata sobre produção e circulação de materiais didáticos. Os resultados alcançados apontam que a representação visual de agentes históricos foi utilizada com a intenção de criar um cidadão brasileiro a partir de três baluartes: religião, pátria e família. Por outro lado, a ausência de determinados sujeitos históricos como negros, mulheres e indígenas revelou uma noção branca, masculina, europeia e católica da formação do Brasil contemporâneo.Palavras-chave: EMC, Livro didático, História, Brasil.Abstract: The theme of this research is interested in school culture, more specifically in the concern with the production and circulation of textbooks and accompanying materials. This theme is inserted in the History of Education, as well as in the field of History Teaching. The objective of this article aims to study the representation of the past in the imagery production in a Modern Atlas of MCE, which was written and marketed in 1971. As a research procedure, we used the iconographic-iconological method proposed by Peter Burke for image analysis, as well as Circe Bittencourt and Kazumi Munakata’s studies on the production and circulation of textbooks. The expected results indicate to us that the visual representation of historical agents was used with the intention of creating a Brazilian citizen from three bulwarks: religion, homeland, and family. On the other hand, the absence of certain historical subjects such as blacks, women and indigenous people revealed a white, European, male, and catholic notion of contemporary Brazil's formation.Keywords: MCE, Textbook, History, Brazil.

Ideology or History as “Idéologie:” C. F Volney and the Uses of the Past in Revolutionary France

2021 ◽  
Vol 31 (3) ◽  
pp. 179-196
Author(s):  
Alexander Cook ◽  
Keyword(s):  
French Revolution ◽  
Social Role ◽  
Historical Study ◽  
Ministry Of Education ◽  
French Politics ◽  
The Past ◽  
The Social ◽  
Politics Of Nature ◽  
The Revolution

The French Revolution had a complex relationship with historical thought. In a significant sense, the politics of 1789 was built upon a rejection of the authority of the past. As old institutions and practices were swept away, many champions of the Revolution attacked conventional historical modes for legitimating authority, seeking to replace them with a politics anchored in notions of reason, natural law and natural rights. Yet history was not so easily purged from politics. In practice, symbols and images borrowed from the past saturated Revolutionary culture. The factional disputes of the 1790s, too, invoked history in a range of ways. The politics of nature itself often relied on a range of historical propositions and, as the Revolution developed, a new battle between “ancients” and ‘moderns’ gradually emerged amongst those seeking to direct the future of France. This article explores these issues by focusing on a series of lectures delivered at the École Normale in the Year III (1795), in the wake of Thermidor and the fall of Robespierre. The lectures, commissioned by the Ministry of Education, were designed to lay out a program for historical pedagogy in the French Republic. Their author, Constantin-Francois Volney (1757–1820), was one of a group of figures who sought, during these years, to stabilise French politics by tying it to the development of a new form of social science—a science that would eventually be labelled “idéologie.” With this in mind, Volney sought to promote historical study as an antidote to the political appropriation of the past, with particular reference to its recent uses in France. In doing so, he also sought to appropriate the past for political purposes. These lectures illustrate a series of tensions in the wider Revolutionary relationship with history, particularly during the Thermidorian moment. They also, however, reflect ongoing ambiguities in the social role of the discipline and the self-understanding of its practitioners.

scholarly journals Memahami Hubungan Orang Ruimba dan Waris-Jenang dalam Konteks Teori Praktek

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Adi Prasetijo
Keyword(s):  
Indigenous People ◽  
Symbolic Power ◽  
Social Agents ◽  
The Past ◽  
The Social ◽  
The World ◽  
Practice Approach ◽  
The Relationship

In the past, the relationship between the Orang Rimba and the outside world had to be through intermediaries or middleman commonly referred to as waris-jenang, appointed by the Jambi Sultanate. Eventually this function gradually changes. With the world increasingly open, and intermediary functions also decreasing, they can interact directly with outside communities. By using a theory practice approach by Bourdieu (1977), we can understand that Orang Rimba of Jambi cannot be seen as victims but more than that, they are active social agents to play a role with the capital they have. They play in the social arena that they understand and have experience in. Their relationship with various parties, including corporations, NGOs, and outside communities gives them symbolic power about how they play their identity as a group of indigenous people.

The Lady Vanishes: Dilemmas of a Feminist Historian after the “Linguistic Turn”

1998 ◽  
Vol 67 (1) ◽  
pp. 1-31 ◽  
Author(s):  
Elizabeth A. Clark
Keyword(s):  
Social Sciences ◽  
Critical Theory ◽  
Natural Sciences ◽  
Linguistic Turn ◽  
Historical Method ◽  
The Past ◽  
The Social ◽  
Feminist Historian ◽  
Hayden White ◽  
Over Time

History, Hayden White remarks, has no distinctively historical method, but borrows its models and methods from a variety of other disciplines. These disciplines, however, have varied over time. Latenineteenth-century German historiography looked to the rigorous procedures of the natural sciences to reconstruct the past “as it actually happened“; mid-twentieth-century historians turned to the social sciences, especially to anthropology and sociology, for their models and methods. More recently, historians' appropriation of (and experimentation with) concepts derived from literary and critical theory has occasioned much heated discussion within the field.

Dowagers, Debs, Nuns and Babies: The Politics of Nostalgia and the Older Woman in the British Sunday Night Television Serial

2013 ◽  
Vol 10 (4) ◽  
pp. 769-784 ◽  
Author(s):  
Estella Tincknell
Keyword(s):  
Older Women ◽  
Social Role ◽  
Mature Female ◽  
Older Woman ◽  
Distinctive Features ◽  
The Past ◽  
Political Position ◽  
The Social ◽  
The Uk ◽  
Popular Television

The extensive commercial success of two well-made popular television drama serials screened in the UK at prime time on Sunday evenings during the winter of 2011–12, Downton Abbey (ITV, 2010–) and Call the Midwife (BBC, 2012–), has appeared to consolidate the recent resurgence of the period drama during the 1990s and 2000s, as well as reassembling something like a mass audience for woman-centred realist narratives at a time when the fracturing and disassembling of such audiences seemed axiomatic. While ostensibly different in content, style and focus, the two programmes share a number of distinctive features, including a range of mature female characters who are sufficiently well drawn and socially diverse as to offer a profoundly pleasurable experience for the female viewer seeking representations of aging femininity that go beyond the sexualised body of the ‘successful ager’. Equally importantly, these two programmes present compelling examples of the ‘conjunctural text’, which appears at a moment of intense political polarisation, marking struggles over consent to a contemporary political position by re-presenting the past. Because both programmes foreground older women as crucial figures in their respective communities, but offer very different versions of the social role and ideological positioning that this entails, the underlying politics of such nostalgia becomes apparent. A critical analysis of these two versions of Britain's past thus highlights the ideological investments involved in period drama and the extent to which this ‘cosy’ genre may legitimate or challenge contemporary political claims.

Disciplining Polenta: A Parody on the Politics of Saving Food

2020 ◽  
Vol 20 (2) ◽  
pp. 1-11
Author(s):  
Zachary Nowak ◽  
Bradley M. Jones ◽  
Elisa Ascione
Keyword(s):  
Food Products ◽  
Social Value ◽  
Traditional Food ◽  
Traditional Foods ◽  
Time And Space ◽  
Historical Sources ◽  
Scholarly Literature ◽  
Identity Creation ◽  
The Past ◽  
The Social

This article begins with a parody, a fictitious set of regulations for the production of “traditional” Italian polenta. Through analysis of primary and secondary historical sources we then discuss the various meanings of which polenta has been the bearer through time and space in order to emphasize the mutability of the modes of preparation, ingredients, and the social value of traditional food products. Finally, we situate polenta within its broader cultural, political, and economic contexts, underlining the uses and abuses of rendering foods as traditional—a process always incomplete, often contested, never organic. In stirring up the past and present of polenta and placing it within both the projects of Italian identity creation and the broader scholarly literature on culinary tradition and taste, we emphasize that for so-called traditional foods to be saved, they must be continually reinvented.

Same Address, Different Doors: Post-Heritage Deconstruction of the Heritage Household in Upstairs Downstairs in the 1970s and 2010s

2020 ◽  
Author(s):  
William Abbiss
Keyword(s):  
Final Section ◽  
Social Structures ◽  
The Third ◽  
The Past ◽  
War Narrative ◽  
Critical History ◽  
The Social ◽  
Fourth Series ◽  
History Of ◽  
Multiple Episodes

This article offers a ‘post-heritage’ reading of both iterations of Upstairs Downstairs: the LondonWeekend Television (LWT) series (1971–5) and its shortlived BBC revival (2010–12). Identifying elements of subversion and subjectivity allows scholarship on the LWT series to be reassessed, recognising occasions where it challenges rather than supports the social structures of the depicted Edwardian past. The BBC series also incorporates the post-heritage element of self-consciousness, acknowledging the parallel between its narrative and the production’s attempts to recreate the success of its 1970s predecessor. The article’s first section assesses the critical history of the LWT series, identifying areas that are open to further study or revised readings. The second section analyses the serialised war narrative of the fourth series of LWT’s Upstairs, Downstairs (1974), revealing its exploration of female identity across multiple episodes and challenging the notion that the series became more male and upstairs dominated as it progressed. The third section considers the BBC series’ revised concept, identifying the shifts in its main characters’ positions in society that allow the series’ narrative to question the past it evokes. This will be briefly contrasted with the heritage stability of Downton Abbey (ITV, 2010–15). The final section considers the household of 165 Eaton Place’s function as a studio space, which the BBC series self-consciously adopts in order to evoke the aesthetics of prior period dramas. The article concludes by suggesting that the barriers to recreating the past established in the BBC series’ narrative also contributed to its failure to match the success of its earlier iteration.

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