Maria Lima | UFMS - Universidade Federal de Mato Grosso do Sul (original) (raw)
Formada em História pela Universidade de São Paulo (USP), com mestrado e doutorado em Educação na mesma universidade. Formadora de professores desde 1997. Professora da Educação Básica no período de 1986 a 2002. Professora universitária desde 2003, atuando no curso de Pedagogia da Faculdade de Educação de Universidade Federal de Mato Grosso do Sul (UFMS), ministrando as disciplinas de “Fundamentos e Metodologia do ensino de História ” e “Políticas Educacionais”. Autora de coleção didática para o Ensino Fundamental I (História para Crianças) pela editora Ática. Especialista nas questões referentes ao ensino e à aprendizagem da língua escrita no contexto das disciplinas específicas, desenvolvendo estudos e pesquisas sobre os processos de produção das diferenças e desigualdades nos usos da esrita no ensino de História . Pesquisadora do Grupo de Pesquisa Oficinas da História, sediado na UERJ. Lider do Grupo de Estudos e Pesquisas sobre ensino de História (GEPEH/UFMS).
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Papers by Maria Lima
The interview with Dr. Gustavo de Amézola, professor and researcher of History teaching practice ... more The interview with Dr. Gustavo de Amézola, professor and researcher of History teaching practice at the University of La Plata (UNLP), Argentina, was carried out in order to disclose their reflection on issues that have historically marked relations between History produced in universities and that gestated in the classroom. From his book entitled Esquizohistoria: la historia que se enseña en la escuela, la que preocupa a los historiadores y una renovación posible de la historia escolar, topics were discussed related to the history of discipline and its overlapping with the historiography and political practices of the rulers of his country. Also were focused on the theme of teacher education, reforms of the Argentine education system
in the last two decades and the main aspects, which in its view, constitute as challenges to the teaching of history nowadays.
Abstract In this article, I am assuming theoretical and methodological basis theories of enunciat... more Abstract
In this article, I am assuming theoretical and methodological basis theories of enunciation and teaching history while time processes of meaning in taught history. I analyze expressive and contextual aspects of an academic manuscript of a sixth degree student; whose production is socially insufficient since a point of view in terms of conventional writing. In order to confront this social perspective, I guided myself through the theoretical relevance of the unique data and the understanding of writing by a student as a discursive practice. My goal is to become visible evidences to subsidize the understanding of aspects of the relationship between processes of meaning of the past and written language. I conclude by highlighting the potential and the need to think about the texts written by children and adolescents as part of a puzzling cultural and historical mechanism established through the school historical speech reproduces itself.
The re-education of racial-ethnic relationships is an important knowledge field for teaching hist... more The re-education of racial-ethnic relationships is an important knowledge field for teaching history, even under research than on institutional practices. The research field on the teaching of history is a place of frontiers, where theoretical tools of education and history are articulated. The issues raised by the investigations on racial-ethnic education, that centrally consider the incorporation of different knowledge in appropriate curricula to local realities, make us present in this article, reflections around both research fields in order to improve the teacher’s training. We conclude that the re-education of racial-ethnic relationship can be a fruitful way to solve the gap between the events of the past and the present issues: a fundamental principle for the History as school discipline and central to the development of historical thinking.
Neste artigo, assumindo como base teórico-metodológica as teorias da enunciação e do ensino de Hi... more Neste artigo, assumindo como base teórico-metodológica as teorias da enunciação e do ensino de História no concernente aos processos de significação do tempo na História ensinada, analiso aspectos expressivos e contextuais de um manuscrito escolar de uma aluna de 6º ano, cuja produção é, socialmente, considerada insuficiente do ponto de vista de uma escrita convencional. Pautando-me pela relevância teórica dos dados singulares e pela compreensão do escrito pela estudante como prática discursiva, objetivo dar visibilidade a indícios que subsidiam a compreensão de aspectos da relação entre processos de significação do passado e da língua escrita a fim de confrontar essa perspectiva social. Concluo destacando as potencialidades e a necessidade de se pensar os textos escritos por crianças e adolescentes como parte do intrincado mecanismo cultural e historicamente instituído através do qual o discurso histórico escolar se reproduz.
Books by Maria Lima
A BNCC de História: entre prescrições e práticas, 2022
The interview with Dr. Gustavo de Amézola, professor and researcher of History teaching practice ... more The interview with Dr. Gustavo de Amézola, professor and researcher of History teaching practice at the University of La Plata (UNLP), Argentina, was carried out in order to disclose their reflection on issues that have historically marked relations between History produced in universities and that gestated in the classroom. From his book entitled Esquizohistoria: la historia que se enseña en la escuela, la que preocupa a los historiadores y una renovación posible de la historia escolar, topics were discussed related to the history of discipline and its overlapping with the historiography and political practices of the rulers of his country. Also were focused on the theme of teacher education, reforms of the Argentine education system
in the last two decades and the main aspects, which in its view, constitute as challenges to the teaching of history nowadays.
Abstract In this article, I am assuming theoretical and methodological basis theories of enunciat... more Abstract
In this article, I am assuming theoretical and methodological basis theories of enunciation and teaching history while time processes of meaning in taught history. I analyze expressive and contextual aspects of an academic manuscript of a sixth degree student; whose production is socially insufficient since a point of view in terms of conventional writing. In order to confront this social perspective, I guided myself through the theoretical relevance of the unique data and the understanding of writing by a student as a discursive practice. My goal is to become visible evidences to subsidize the understanding of aspects of the relationship between processes of meaning of the past and written language. I conclude by highlighting the potential and the need to think about the texts written by children and adolescents as part of a puzzling cultural and historical mechanism established through the school historical speech reproduces itself.
The re-education of racial-ethnic relationships is an important knowledge field for teaching hist... more The re-education of racial-ethnic relationships is an important knowledge field for teaching history, even under research than on institutional practices. The research field on the teaching of history is a place of frontiers, where theoretical tools of education and history are articulated. The issues raised by the investigations on racial-ethnic education, that centrally consider the incorporation of different knowledge in appropriate curricula to local realities, make us present in this article, reflections around both research fields in order to improve the teacher’s training. We conclude that the re-education of racial-ethnic relationship can be a fruitful way to solve the gap between the events of the past and the present issues: a fundamental principle for the History as school discipline and central to the development of historical thinking.
Neste artigo, assumindo como base teórico-metodológica as teorias da enunciação e do ensino de Hi... more Neste artigo, assumindo como base teórico-metodológica as teorias da enunciação e do ensino de História no concernente aos processos de significação do tempo na História ensinada, analiso aspectos expressivos e contextuais de um manuscrito escolar de uma aluna de 6º ano, cuja produção é, socialmente, considerada insuficiente do ponto de vista de uma escrita convencional. Pautando-me pela relevância teórica dos dados singulares e pela compreensão do escrito pela estudante como prática discursiva, objetivo dar visibilidade a indícios que subsidiam a compreensão de aspectos da relação entre processos de significação do passado e da língua escrita a fim de confrontar essa perspectiva social. Concluo destacando as potencialidades e a necessidade de se pensar os textos escritos por crianças e adolescentes como parte do intrincado mecanismo cultural e historicamente instituído através do qual o discurso histórico escolar se reproduz.
A BNCC de História: entre prescrições e práticas, 2022