This article aims to present a research about the Brazilian musical genre funk, taking into consideration that it is an imported rhythm that became very popular in the artistic manifestations that ...were born in the favelas of Brazil, and that is still stigmatized by a large amount of the population. Therefore, we intend to demystify pre-existent prejudices, and bring funk closer to the history teaching in public schools. We opted for a bibliographic methodology, within a qualitative approach from an interpretative and reflexive reading of authors such as, Oliveira (2017), Arnodlt (2019), Ribeiro (2018), and Bittencourt (2008).We concluded through this article that the prejudice and marginalization of funk are tied to the roots of racism, and that the use of this rhythm in history lessons is important to the valorization of the local culture, in addition to escaping from traditional education, allowing the entry of an innovative element that would bring together teachers and students through music.
La historia como disciplina escolar es una de las materias más sensibles en la construcción de los relatos hegemónicos (nacionales y occidentales). Su enseñanza está atravesada por un legado ...histórico institucional que se ha configurado en distintos niveles una enseñanza colonial moderna, homogeneizando las narrativas y, en definitiva, transmitiendo el sesgo eurocéntrico. Ante este diagnóstico, en el presente texto realizamos una propuesta teórico-metodológica para decolonizar la enseñanza de la historia. Para ello, en primer lugar, abordamos el papel de la enseñanza de la historia en la formación de la ciudadanía e indagamos en las posibilidades que ofrece la mirada decolonial para la ciudadanía actual. A continuación, exploramos teóricamente las posibilidades de una historia decolonial y enfatizamos en los aportes que esta perspectiva ofrece. Finalmente, articulamos una serie de propuestas metodológicas concretas para incluir el enfoque decolonial en la enseñanza de la historia.
Translation: History (Geschichte) HERBART, Johann Friedrich; DE GARMO, Charles
Turkish history education journal,
05/2022, Letnik:
11, Številka:
1
Journal Article
Odprti dostop
J.F. Herbart is a philosopher whose ideas were very influential in many countries, including the USA, until the first quarter of the 20th century, in fields such as educational sciences, teaching ...methods, social psychology, teacher training, and he transferred the German spirit beyond the continents with his works on education. His writings on history teaching present the approaches of German teachers in the early 19th century as well as his own opinions. In the comments of the leading American Herbartian Charles De Garmo, the differences between German and American history teaching, the equivalents of the approaches in German education in American education, and the differences between the narrative and textbook method of teaching were described. It proposes two different approaches to history teaching by introducing different aspects of these methods. De Garmo was awarded his doctorate from the Herbartians in Germany. As the first president of the "National Herbart Society for the Scientific Study of Education", organized in 1895 "to study and investigate and discuss important problems of education", he pioneered the dissemination of Herbart's ideas in the USA. The original text of this article, which belongs to Johann Friedrich Herbart, includes the part about history teaching of his famous book "Umriß pädagogischer Vorlesungen", published in 1835, on the teaching of different branches. Kehrbach's facsimile was taken as the basis for this part of the translation from German to Turkish. In Herbart's text, the numbering in this edition is followed and added at the end of the paragraphs. The paragraphs given in italics in the sub-texts in addition to the translation presented are the translations of De Garmo’s comments added to the English translation of this Herbart’s book in 1904 under the name "Outlines of Educational Doctrine" by Alexis F. Lange. In this respect, Herbart's own writings were translated from the German original version and De Garmo's comments were translated from his English script.
J.F. Herbart, yaptığı çalışmalarla Alman ruhunu kıtalar ötesine taşıyarak eğitim bilimleri, öğretim yöntemleri, sosyal psikoloji, öğretmen yetiştirme gibi alanlarda 20. yüzyılın ilk çeyreğine kadar ABD dâhil birçok ülkede fikirleri önemli derecede etkili olmuş bir filozoftur. Tarih eğitimi üzerine yazdıkları 19. yüzyıl başlarında Almanya’daki öğretmenlerin yaklaşımlarını ve Herbart’ın kendi görüşlerini ifade etmektedir. ABD’li Herbartçı Charles De Garmo’nun yorumları ise Alman ve Amerikan tarih öğretimi arasındaki farklılıkları, Alman eğitimindeki yaklaşımların Amerikan eğitimindeki karşılıklarını, sözlü ve yazılı yöntemlerin farklı yönlerini aktararak iki farklı tarih öğretimi yaklaşımını önermektedir. Bu yazının Johann Friedrich Herbart’a ait olan orijinal metni, Herbart’ın 1835 yılında yayımlanan “Umriß pädagogischer Vorlesungen” (Pedagoji Ders Notları) isimli eserinin, farklı branşların öğretimi üzerine yazdığı bölümünde tarih öğretimiyle ilgili kısmını içermektedir. Almancadan Türkçeye yapılan çevirinin bu kısmı için Kehrbach’ın tıpkıbasımı esas alınmıştır. Bu basımdaki numaralandırma takip edilerek Herbart’ın metninde paragraf sonlarına eklenmiştir. Sunulan çeviriye ek olarak alt metinlerde italik olarak verilen paragraflar ise bu eserin 1904 yılında “Outlines of Educational Doctrine” ismiyle Alexis F. Lange tarafından yapılan İngilizce çevirisine ABD’li Herbartçı Charles De Garmo’nun tarih öğretimiyle ilgili kısma eklediği yorumlarının çevirisidir. Bu bakımdan Herbart’ın kendi yazdıkları Almanca orijinalinden ve De Garmo’nun yorumları da İngilizce metin üzerinden çevrilmiştir.
Disciplina e experiência Guimarães, Géssica
História da Historiografia,
08/2021, Letnik:
14, Številka:
36
Journal Article
Recenzirano
A consolidação da história como uma disciplina na tradição ocidental foi responsável pela constituição de métodos, teorias e protocolos que buscavam afirmar seu caráter científico. Essa configuração ...da história científica no século XIX teve outras consequências como a instituição de mecanismos de controle da produção de conhecimento, bem como o fortalecimento de uma imagem pretensamente universal da humanidade como seu produtor autorizado. Pretendo refletir sobre o caráter disciplinar da história a partir de teorização acerca do conceito de experiência, que será considerado a partir das obras de Walter Benjamin, Judith Butler e Nelly Richard. Para tal, será analisada a importância dos relatos de experiência para a constituição de uma comunidade de escuta, a fim de pensar sua pertinência para as aulas de história e as narrativas historiográficas não hegemônicas. Em seguida, refletiremos sobre a historicidade do conceito de lugar de fala e as consequências ético-políticas das diferentes maneiras de experimentar o passado.
In The Nature-Study Idea, Liberty Hyde Bailey articulated the essence of a social movement, led by ordinary public-school teachers, that lifted education out of the classroom and placed it into ...firsthand contact with the natural world. The aim was simple but revolutionary: sympathy with nature to increase the joy of living and foster stewardship of the earth. With this definitive edition, John Linstrom reintroducesThe Nature-Study Idea as an environmental classic for our time. It provides historical context through a wealth of related writings, and introductory essays relate Bailey's vision to current work in education and the intersection of climate change and culture. In this period of planetary turmoil, Bailey's ambition to cultivate wonder (in adults as well as children) and lead readers back into the natural world is more important than ever.
Today, teaching history in high schools not only equips students with basic and systematic knowledge about the history of the lawful development of the nation and human society, but also teaches love ...country, national pride, training thinking and ability to practice the subject. With such a great role, improving the quality of history teaching in high schools will contribute to the realization of training goals. In order to improve the quality, it is necessary to synchronously innovate from objectives, programs, textbooks to teaching methods, testing and evaluation. In which methodological innovation is one of the basic requirements because the teaching process in general and history teaching in particular is a complex process, including many factors, in which, the teacher - Students are the most important factor. The article focuses on clarifying the importance of brainstorming technique, as well as the advantages and disadvantages of this technique for teaching Vietnamese history in the period 1858-1918.
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