Sobre pensar historicamente e o desafio da educação histórica

Robert Thorp; Anders Persson

doi:10.5433/2238-3018.2023v29n1p010-029

Autores

Robert Thorp Universidade de Newcastle
Anders Persson Universidade de Dalarna

DOI:

https://doi.org/10.5433/2238-3018.2023v29n1p010-029

Palavras-chave:

Educação histórica, pensamento histórico, historicidade, hermenêutica, conhecimento disciplinar

Resumo

Nos últimos anos, a noção de pensamento histórico tem se tornado popular em pesquisas sobre educação histórica, particularmente na América do Norte, no Reino Unido e na Austrália. O objetivo deste artigo é discutir as competências cognitivas relacionadas ao pensamento histórico como uma noção de história educacional a partir de dois aspectos, conforme defendido por alguns influentes pesquisadores canadenses: o que é o pensamento histórico e o que ele significa em um contexto educacional? Quais são as consequências do pensamento histórico para a educação histórica? Nossa discussão centrar-se-á nas possíveis implicações desta abordagem para o Ensino de História no que diz respeito ao que deve ser ensinado nas salas de aula de História e seus porquês. Ao centrar-nos na noção de historicidade, argumentamos que, embora seja bem-vindo um enfoque de abordagem mais disciplinar para o Ensino de História, pensamos que deveria ser dada maior atenção no que poderia ser qualificado como uma abordagem disciplinar. Argumentamos ainda que o pensamento histórico e o desafio da educação histórica devem ser compreendidos como mais amplos e
complexos do que implica a educação histórica embasada no pensamento histórico.

Biografia do Autor

Robert Thorp, Universidade de Newcastle

Departamento de Educação, Universidade de Uppsala, Suécia; Departamento de Educação, Universidade de Estocolmo, Estocolmo, Suécia; Departamento de Educação, Universidade de Newcastle, Callaghan, Austrália.

Anders Persson, Universidade de Dalarna

Escola de Educação, Universidade de Dalarna, Falun, Suécia.

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