Teaching in the History of Education: A Transdisciplinary Perspective

By Vieira, Alboni Marisa Dudeque Pianovski | International Journal of Action Research, January 1, 2017 | Go to article overview

Teaching in the History of Education: A Transdisciplinary Perspective


Vieira, Alboni Marisa Dudeque Pianovski, International Journal of Action Research


Purpose

The rethinking of pedagogical practice in the teaching of the History of Education has been a constant concern of the researcher throughout the many years of teaching in the area. To overcome the positivist conception, the methodologies that make uninteresting and less experiential learning, lack of student awareness as subjects of their own history and, as a consequence, not assuming their role in society, it is necessary to constantly seek differentiated, innovative practices that allow a more committed, effective learning that is at the same time challenging and enjoyable. It is necessary to work, also, so that the student knows that the study of laws and educational policies cannot be taken as a reflection of reality: the practice shows that these documents go through processes of appropriation, assimilation and resistance in their execution. The content worked in the discipline cannot remain foreign and distant from the student world: it is necessary to involve it, seduce it, in the tangle of sources in which history unfolds, turning the school into a place of renewal, of the historicisation of conflict, of awareness of the presence of history in their daily lives and the possibility of interfering in the transformation of the reality in which they live

As Nóvoa (1992) states,

The History of Education is not only important because it provides us the 'memory of educational pathways' (in some cases it may take a certain exemplary position), but above all because it allows us to understand that there is no determinism in the evolution of educational systems, pedagogical ideas or school practices: it is the product of a social construction (Nóvoa 1992, p. 211).

In a training course for teachers, what is the History of Education for? What would be the result of using primary sources, involving events, actors and places within the reach of the students, to rebuild the local history and then insert it into the regional and national context of education? Would linking the local to the regional and then to the national give meaning to historical events, making it possible to establish a dialectical relationship between the unknown past and the known present? Would the student go from a naive curiosity to a critical analysis of reality, maturing and consolidating their citizenship? How is it possible to stimulate a new understanding of reality, in this context?

After transforming those questions into proposals, I have submitted the action research, in a transdisciplinary perspective, to my students of the 2nd period Pedagogy course at a large private university, who accepted the challenge, committing themselves to develop it.

It is important to highlight that, when working with the early grades, they should offer children the knowledge of their history, their family, their neighbourhood and their city, motivated scholars to pursue a practice that also gave them an understanding of their historical identity and their role in society. It is necessary to add also that by working with history in the early grades, the teacher does not always have the studies available that can help them as much as the content, which very focused on the reality of the student, but, nevertheless, can be unveiled with the help of different sources.

This need for the teacher to know the history of local education, which will be worked in elementary school, raises the reflection on the antagonisms and/or interdependencies between local history and national history. The perspective of micro-history, contextualised through an observation scale (Lepetit 1998), enabled the understanding of adjectives such as national, regional and local, defining social spaces in which historical subjects act. This delimitation of spaces is within the understanding that the location marks the beginning of the investigation, but can only be fully understood in its relationships with the regional and national levels. Working local history does not mean to oppose national history. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Teaching in the History of Education: A Transdisciplinary Perspective
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.