Ensino de história: implicações do multiletramento nas concepções históricas de educação e literacia

Abstract

This dissertation has as its main purpose the understanding of the teaching of History associated with the approach given to multiliteracy (NEW LONDON GROUP, 1996) as a pedagogical proposal that aims to expand the ways of teaching and learning from the diversity of cultures, languages and technologies that characterize contemporary society. The delimitation of the theme is related to the use of multiliteracies by teachers of the discipline of History in public schools, in the region of Santa Maria-DF, from the year 2023. Several personal, social and academic reasons justify researching the use of the multiliteracy in history teaching among teachers. The research problem focuses on answering “What are the implications of multiliteracy in the historical conceptions of education and literacy?” The general objective seeks to understand the implications of multiliteracy in the historical conceptions of education and literacy. The specific objectives intend to: (i) Map the theme through the state of the art; (ii) Historicize the teaching of history in Brazil, presenting the traditional and critical conception of teaching history; (iii) Discuss the different theoretical conceptions of multiliteracy and (iv) Analyze the conception of history teachers in public schools in the region of Santa Maria-DF. It is characterized as applied, qualitative, documental, analytical, theoretical and empirical research, being bibliographic with state-of-the-art realization. For the study, a methodological path inspired by historical-dialectical materialism was traced, considering the categories of contradiction, totality and mediation taken as theoretical and epistemological references in the understanding of the object, with a qualitative research approach. Bibliographical research was used as procedures to establish theoretical and methodological concepts, and empirical research, which analyzed its application in the school environment and how these concepts are addressed in teaching pedagogical practice. For the theoretical basis, with regard to literacy, authors such as Soares (2012), Kleiman (1995, 2005) and Freire (1970, 2007) will be used. With regard to multiliteracies The New London Group (1996), analyzing the concepts of different authors of this lineage, among them: Cope and Kalantzis (2022), Rojo (2012) and Street (1984; 2007). For the articulation between multiliteracy and History teaching, the debate centered on the conceptions of the concept of historical consciousness by Rüsen (2001), associated with historical literacy or historical literacy, analyzing the aspect of several authors such as Lee (2006), Barca (2006), Rocha (2021) and Gago (2016), as a basis for this study, seeking to defend the broad teaching of History, sustained in different axes and dimensions, supported by the French historiographical movement of the Annales School and its generations, especially closer to Theory, Pedagogy and Didactics of History in a social- critical view in Burke (1997) and other authors of that period. A posteriori, the multiliteracies are consistent with the implications of training and teaching work. In this perspective, authors such as Nóvoa (1992, 1995, 2017), Cerri (2010, 2013, 2021), Caimi (2015), Schmidt (2009, 2012, 2019), Bittencourt (2008), Curado Silva (2011, 2017) , Nikitiuk (2012), Guimarães (2012), Pinsky (1992) and Saviani (2011) define and organize the concepts related to education and teaching of History, as well as the historicity of Brazilian education. The state of the art at CAPES was chosen in theses and dissertations using the descriptor “multiliteracy in History”, in the last 10 years, in academic masters and doctorates, in Human Sciences and Education. The empirical phase was applied through a mixed questionnaire to History teachers in the final years of Elementary and High School, from the public network of Santa Maria-DF, in office in the first semester of 2023. According to the results achieved, we found that the Teachers' conceptions are at different levels of knowledge and understanding about the concept of multiliteracy in teaching history.