Historiography, Ethics and Didactics of History

Recommended Prerequisites

Not applicable.

Teaching Methods

Theoretical and practical course: the teacher presents the contents, answers questions and directs students tasks; students presente and discusse comments and tasks.

Learning Outcomes

The aim is to structure a space where it is possible to analyze the detectable connections between history and ideology, history as science and history as teaching, history teaching and an education for citizenship. We intend to consider the implications for the teaching of History of all questions related to multiculturality and multiculturalism; reflect on the nature and functions of a History teacher at the 3rd Cycle of Basic Education and High School. The course should provide the ability to recognize the existence and potential of a History didactics; ability to assess projects quality or of specific educational experiences; concretization of teaching practices, extra teaching and extra-curricular practices; provide a critical integration in the Portuguese research and education system, training and scientific and cultural dissemination.

Work Placement(s)

No

Syllabus

1 - The teacher, legislation and institutional norms. Conceptions of society, educational system and school. Deontological rules of research, teaching and the dissemination of history.
2 - History-science and history-ideology; history of historiography, of History didactics, of History teaching and of historical memory.
3 - History-science and History-teaching.
4 - Pre-contemporary History and current events; legitimacy and feasibility of recent history and of history of current time; local/regional history, portuguese history and universal history.
5 - History teaching and education for citizenship.
6 - History teaching, vocational orientation and professional pre-qualification.
7 - History teaching and the issue of identities. Multiculturality, multiculturalism and "conflict of Civilizations".
8 - History teaching, " standard-students", "deviations from the norm" and "extreme situations". Biculturalism.
9 - The role of the History teaching in present societies.

Head Lecturer(s)

João Paulo Cabral de Almeida Avelãs Nunes

Assessment Methods

Assessment
Written test, bibliographical and documentary research work, critical review, presentation of a topic: 100.0%

Bibliography

ANDRÉ, J. M. (2012). Multiculturalidade, identidades e mestiçagem, Coimbra: Palimage
BOURDÉ, G. e MARTIN, H. (1990). As escolas históricas.Mem Martins, Publicações Europa-América
CATROGA, F. (2001). Memória, história e historiografia, Coimbra: Quarteto Editora
CRATO, N. (2006). O ‘eduquês’ em discurso directo. Uma crítica da pedagogia romântica e construtivista, Lisbo: Gradiva,
NUNES, J. P. A. (2015). Investigação historiográfica e ensino da História. Reflexões em didáctica da História a propósito das Metas Curriculare, Revista Portiguesa de História, 46, pp. 487-507.
NUNES, J. P. A.(2019), Historiografia, ensino da História e “questões fracturantes. Uma perspectiva de didáctica da História”, LUÍS, A.R. e al. (Coord.), A formação inicial de professores nas humanidades. Reflexões didácticas, Coimbra: IUC, 2019, p.p. 89-114
ROBERTS, M. (ed.) (2004), After de wall. History teaching in Europe (1989-2003), Hamburgo: Koerber Foundation.