DEMOCRATIC EVALUATION OF HISTORICAL LEARNING: CHALLENGES TO THE DIDACTICS OF HISTORY
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Educação em Revista
Print version ISSN 0102-4698On-line version ISSN 1982-6621
Abstract
MARTINS, MARCUS LEONARDO BOMFIM. DEMOCRATIC EVALUATION OF HISTORICAL LEARNING: CHALLENGES TO THE DIDACTICS OF HISTORY. Educ. rev. [online]. 2020, vol.36, e227098. Epub Sep 02, 2020. ISSN 1982-6621. https://doi.org/10.1590/0102-4698227098.
This article aims to propose a theoretical consideration on the possibilities of building mechanisms to evaluate History learning in school environments in a democratic perspective. The democratizing aspects considered throughout the argument refer to possibilities of refiguration of historical narratives that simultaneously guarantee spaces of subjectivation, identification and objectification in relation to schoolar historical knowledge, and preserve the truth value of the refigured narrative amidst evaluation processes. From a discursive approach inscribed in the post-foundational agenda, the text invests in the destabilization of meanings of learning, evaluation and Didactics of History to propose a democratic evaluation of historical learning.
Keywords : History teaching; historical learning; didactics of History; scholar history knowledge; learning evaluation.