Brinquedos e brincadeiras na aprendizagem histórica em turma de 4º ano do Ensino Fundamental em Marabá, PA

Abstract

This dissertation addresses the use of toys and kidding as generating theme in historical learning in a 4th year class of the Professor José Flávio Alves de Lima Municipal School of Elementary Education, in the city of Marabá, state of Pará. aiming at to reflect on the teacher's difficulties in teaching history in the first phase of elementary school. As part of the research, we applied a didactic sequence with the theme toys and kidding. The intention was potentialize the past experiences with toys and kidding lived by people older from students' families. The study intends to contribute with reflections that can help the teacher in his work in class with respect to the generative theme as historical learning. The didactic sequence was based on the action research method, which provides everyone involved in the research, including the researcher, with creative, critical and reflexive thinking about their praxis (action-reflection-action). The activities were accompanied by questionnaires, answered by parents and students involved, and used as subsidies for the didactic sequences. With the questionnaires, students compared changes and permanences in toys and kidding, a relevant historical learning for students in this phase of education. The study was directed from theoretical references about historical learning contained in the BNCC (2019), at PCNs (2001), and in authors like Cabrini (1994), Caimi (2019), Cerri (2019), Charlier (2017) Cooper (2004) Freire (2012-2018), PCNs de História (2001) Rüsen (2010-2012) and Schimidt (2009-2011). We also follow authors who relate toys and games with historical learning, such as Carleto (2004; 2018), Oliveira (2018), Pavanelli and Tuma (2018), Ramos (2007) Sandaniel and Barbosa (2018), Silva (2018), Spodeck (1998) and Tuma; Cainelli and Oliveira (2010).