Eventos Académicos, 39 ISCHE. Educación y emancipación

Tamaño de fuente: 
The Classroom Walks in the Teaching of History with Children and their Contributions to an Emancipatory Educational Process
Ione Bazzo Moura, Jaqueline Roberto

Última modificación: 2017-07-17


This communication presents partial results of our investigations, which central objective is to analyze the cultural identity of children with local history and their involvement with the social whole, offering the children the daily actions of an educational institution an important contribution of Freinet to education, the as a way of contributing to the teaching of the History discipline in the various representations and levels of education. Every day, educators face challenges that work that is committed to the construction and for effective changes in the act of teaching. Not only the educator, but the students at school and educational spaces also produce knowledge. In most schools, children distance from their reality and do not have space to experience teaching and learning that refer to the playful, something that is specific to childhood, and that lead the child to knowledge, that is, it is part of his human evolution. For Célestin Freinet, the contents and concepts taught in schools, can become interesting to children if the thinking about that child changes, and the school and the educators to see as a participatory subject and with important contributions to the in which he lives. Therefore, the development of the school curriculum as well as the environment of an educational institution should be thought by directing the practices in a more adaptable way without losing its relevance. We seek to achieve general objective through a bibliographic study of academic-scientific productions on the subject, at the same time showing the possibilities of this technique in the school curriculum, in order to bring work closer to the classroom and to child of its surroundings, offering him a living class where historical knowledge place contributes to the recognition of this child as a historical individual, socially critical and capable. In addition, a study on the production and games, centrally, of the Game entitled "Landmarks and Monuments", such as a teaching tool that can be worked in primary schools I (1st to the 5th year), so as to promote and promote play activities as a way of teaching of history. The game works the history of the city involving a study of the landmarks and monuments in a simple way, addressing local research and group, promoting interactivity and cooperation among students. As results we have that the accomplishment of the activities by means of the class walk and the mentioned game amplify view of the educator and the children as historical subjects, since they lead them to recognize the importance of their own knowledge in all stages of the process, thus making them partners in an educational process that is both emancipatory and not mere transmitter of knowledge.