Brazilian

Tags:

To teach History is to work with identities, culture and, why not with the formation of the citizens and citizens who exert distinct papers in the life and the Brazilian society. Gasparello (1996) salient: ' ' The new orientaes for the resume of history education allow to promote one practical pedagogical open and dynamic, critical one and to interdisciplinar, worried basically about the question of the citizenship. Such question sends in them to the necessity of institution of a school that if worries about the formation? in this direction the project to point out the pupil in its historical context, in order to enable it to act to transform, and not only to act and reproduzir' '. (P. 90-91) to think a pedagogia that privileges the formation of the student and a transformation in the pertaining to school community, we appeal to the pedagogia of the life of Gallo (1995): ' ' A pedagogia of the life, that acts in the individual level through the release of the individual for the pleasure and the creativity, for the free development of everything what it can be; in the collective level, it makes exactly with that this exactly individual that if develops freely is perceived always as social part of the one all amplest one and that, being able to develop its characteristics freely, them they can and must be harmonized with more you go off characteristic of all the too much individuals that compose the multiplicity social' ' (1995, P. 174). For a pedagogical process with these characteristics one estimates that the knowledge if does not construct linearly and hierarquizadamente in tree as if it believed modernity. Some authors come pointing that the creation of the knowledge does not follow linear ways, but yes varied. Inside of this quarrel I locate myself of form favorable to the duty of the school and mainly, of the education of History in giving its contribution for the formation of people who really come if to become historical agents, citizens (throughout history the citizenship concept was extended, starting to englobar a set of social values that determine the set of duties and rights of a citizen), and not only reproductive of an effective reality, but, transforming of this same reality. Teaching is exclusively to work with the citizenship in different times and space. To teach to pupils and pupils to think critically, questioning the culture of masses that is transmitted to them gratuitously, is a duty of the school while institution of ens