22 Feb 2014, 6:49pm
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Book Incomplete Trip

the Brazilian experience (1500-2000) Formation of History. 2 ed. So Paulo: SENAC/1999. The cited Workmanship is a coletnea of assays produced for diverse historians, organized in two volumes for the historian Carlos Guillermo Mota, which deal with on diverse aspects and periods History. In the chapter ‘ ‘ Why Brazil was different? The context of independncia’ ‘ with the old metropolis and other common obligations and decisions to an emancipated nation, what for it, if they constitute in fascinating subjects for the historical inquiry. The author still detaches the subjectivity with that we face the independence movement, therefore rare we consider it a bad, negative thing and assevera that, in the case of the independence of the independent nations of Latin America, also Brazil, the persistence of the colonial inheritance if became pressing for the fact to have for more than been three centuries of Iberian domination. The impact caused for the Portuguese and Spanish domination was much more deep in pre-Columbian America, therefore in its territories the social populations, religions, structures and standards of behaviors had been lowered, desenraizados and destroyed in catastrophic way. For it, Latin America cannot be understood if total be seen only by the optics of the context of the nations of the Third World, therefore the impact of the settling Spaniard and Portuguese finished for generating nations, whose peculiar traces and characteristics so had been miscigenados, that it was difficult to segregate them. In the following point Maxwell, she speaks on the process of descolonizao in Brazil, that in the decade of 1820 inside negotiated its relationship with the external world of the limitations historical, geographic and of experience. It calls the attention for influences of the theory of the dependence on the theoretical construction of this period on the part of studious Brazilians, amongst which the teacher Emlia Viotti of Costa and Fernando You novate, that they had played an important role in its evolution.

21 Dec 2012, 11:38pm
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Reiterating History

From this vision of education and the proper historical knowledge, the chance slight knowledge had led, many times, to a teleologic and intentional perspective of History. Without losing of seen the complexity of this question, it is important to make possible to the pupils the understanding of that the historical events cannot be explained in simplista way. It is necessary to make to understand them that numerous relations, of different weights and characteristics, intervene with its accomplishment. However, it is known that if the professor really wants to construct one practical one of education of History that privileges the understanding of the subject pupil while of History, of a history that is not given and yes constructed, hardly it will obtain to work the content all programmarian. 2.3. Methodology Reiterating the affirmation from that the history education has suffered some transformations, is observed that the traditional boarding has yielded place the new forms to teach History.

Before, it fit to the pupils the memorization of names, dates, places among others points that added to the pupil only one momentary knowledge. In accordance with (MOREIRA and VASCONCELOS, 2009, P. 36), the good pupil was not that one that wise person to express its creativity. In contrast, he was better evaluated that one that she knew to reproduce ready formulas from a project of questions and answers. This traditional model of education was so impregnated in the mind of the people, who many do not believe that History must be understood and not simply decorated. The new presented boardings have contributed for a redirecionamento of practical the pedagogical ones in the history education. What one expects of educating is that this knows to establish relations between different facts or structures in order to form a vision of set of the historical reality. In this perspective, the pupil leaves to act as a passive being and passes to be understood as a constructor of the knowledge.