O ensino-aprendizagem de história ibérica medieval: a consciência histórica dos alunos acerca da influência cultural árabe no Brasil

Abstract

The Arabians has been known to develop great technical, scientific and artistic skills. In the line time, they started to occupy the Iberian Peninsula from the year 711, after that they remained in the region for eight centuries introducing new practices, products, beliefs and customs. Consequently, the Iberians incorporated many aspects of the Arab culture and the result is a synthesis between Christianity and Islam. On the one hand, the contact with the Muslim world seem a synonym of wars, conflicts and desire to dominate the other. On the other hand, the History testimonies reveals that that relationship between two different worlds involves since war alliances until knowledge exchange. About the Arab presence in Brazil, there are two notable movements: the first is through the Portuguese and Spanish colonization and the second is the Syrian and Lebanese immigrant‘s arrival in the end of 19th century. This is why it is important to think about Arabian cultural influence in Brazil. Therefore, our research have as objective to analyze the student‘s historical awareness of the Arab cultural influence in Brazil and the research is organized in two stages: the first stage is a literature review and the second is a field research (case study) with the application of questionnaires, History to Complete (H-C) and the realization of focus groups. After, a qualitative analysis of data obtained through the practical activities, observing the students‘ knowledge about medieval Iberian history and Arab cultural influence in Brazil and which typology of historical consciousness (traditional, exemplary, critical or genetic), according to Jörn Rüsen's theoretical-methodological perceptions the students presents. It was possible to perceive that the teaching of Iberian History has advanced a little in the schools. In addition, the most of the narratives of the students goes towards a traditional historical consciousness, which would be common among students of this age. Since Rüsen points the traditional types and exemplary are the most, found in the school environment. However, a more refined perception by some students has been found to make sense of the historical knowledge learned to analyze the present and to construct perceptive ones for the future, and to emphasize the importance of to study more about Iberian History and about the Arab cultural influence in Brazil. In the student‘s narratives, we realize the expressed historical consciousness is also produced in the social environment and not only in school institutions. However, as the narratives demonstrate, much work still need to be done. So that knowledge about Iberian History and Arab culture is effectively, present in the textbook and inside the classrooms. From the results of this research, the digital pedagogical resource was created using the software exerlearning to be handled by teachers and students in the classroom in order to contribute to the teaching-learning process of Iberian History.