Relato de experiência com enfoque na docência do ensino de história no estágio supervisionado

Abstract

We realized that History education is one that abandons tiring and tedious classes, in which students are encouraged to memorize and repeat stories that are told, not imagined. The History Amendment is articulated with the understanding that learning is also permeated by what touches us, what affects us, what makes us feel, experience, imagine, and create. The methodology for producing this research was through the analysis of experiences lived in stages I and II. Furthermore, I was able to analyze the challenges faced in the initial grades of elementary and high school, through experience reports, from the development of the lesson plan to the choice of the implemented methodology. This experience report aims to present a study developed with students in the History Degree Program at the Amazonas State University. The school is a crucial point for the well-being of students and for the development of projects included in the Proposal for a Full-Time School, as well as the Proposal for the New High School. Observation and participation in classes allowed us to understand the difficulties students face in comprehending historical content and the importance of the teacher as a mediator in this process. Furthermore, it was possible to develop and implement pedagogical activities adapted to the needs and realities of the group of students, seeking to spark their interest and active participation.