Scenarios revolutionary stage: reflections on historical consciousness and social transformation in expectation of high school students

Abstract

Considering history as a cognitive tool of social reflection within the range of historical education, this study proposes a reflection based on an experiment made with high school students during the supervised practice provided by the undergraduate degree in History from the University of the State of Santa Catarina (UDESC). Working in class with scenarios of social transformation in the early twentieth century (notably the Mexican and Russian Revolutions) raised questions about the students’ expectations on issues concerning the community. What meaning was assigned to this revolutionary past in the way it was represented and particularized for teenagers in the second decade of this new millennium? The article makes use of a variety of written materials to problematize the narrative constructions made by the students themselves, which were understood as manifestations of their historical consciousness.