A ARTICULAÇÃO PEDAGÓGICA DA DISCIPLINA DE HISTÓRIA ENTRE O 5º E O 6º ANO DO ENSINO FUNDAMENTAL.

Abstract

This work evaluates the impact of pedagogical articulation in the History discipline, taking into account the transition period of students between the 5th and 6th grade of the Basic Education of the UEB Monsignor Frederico Chaves in the city of São Luís, a preponderant aspect in the passage of levels that contemplates the content addressed, the suggested methodologies, the relationships established between students and teachers, as well as the degree of autonomy stimulated in the teaching and learning process. The signs of this articulation are identified in an attempt to detect the forms of teaching and the performance of the students in the discipline. Its nature is analyzed when evaluating the teacher-student relationship as a device for its effectiveness, taking into account the multiple changes in this trajectory and proposing pedagogical strategies that stimulate its materialization through appropriation of the contents and student independence stimulated in the decision-making and action. The qualitative research stages are based on the theoretical-methodological approach of the cultural history and the information is analyzed according to the methods used, the researches used (bibliographical, documentary and action) and the instruments in use (questionnaire / diag- nosis, didactic sequences, focus group and semi-structured interview) that vectorized the triangulation of data and assisted in the field targeting (before, during and after intervention) and in the participants according to the selection criteria, in order to understand the practices of individuals interdicts with the discipline, the psychic structures triggered in the relation analysis-understanding-appropriation of the contents and demystify the conceptual reinforcements that support the interpretations of the subjects involved in this teaching. This relevant study is considered, since pedagogical articulation of the History discipline, although it is suggested in the main objectives in basic education according to the PCNs and if it is pointed out by the DCNs in the transition between the educational levels horizontally, its constitutive elements are verticalized here in a smaller space, crucial and strategic, configuring this proposal as innovative in its conception and execution, considering pedagogical aspects beyond the requirements of the legislation itself, which points out its originality and importance for the pedagogical and for the constitution of a school space that is really concerned with the integral formation of the students.