The appropriation of knowledge through salesian schools history textbooks

Abstract

This paper discusses the result of the master's research, which sought to discuss the appropriation of historical knowledge regarding the historical temporality, and the relationship that students have with their lives outside school. The high school history textbook is used as a driving force guiding the analyzes. It is considered as the students understand the history by reading the textbook , and how to establish a relationship of the discipline of history to life. In other words, how students orient themselves in time for the discipline of history. In this text, it discusses mainly, the importance of the discipline of history to students of the third year of high school of the Salesian Schools , for the formation of historical thought. It uses as analytical course, contributions from Koselleck (2006), Le Goff (2003), Hobsbawm (1998) and Rüsen (2010). It was used, regarding the methodological approach, objective and discursive responses of 173 students of the third year of high school, of four History teachers, and of the authors of the collection of books of the Salesian schools.