Study activity as a way to appropriate historical knowledge

Abstract

Little by little, the defense of a teaching practice that values students' learning, their processes of appropriation and objectification of knowledge, the development of autonomy and their more complex psychic capacities are taking shape in school spaces through research guiding teaching- learning. This article is the result of a research developed at the Instituto Federal de Rondônia, campus of Ji-Paraná, during the second semester of 2019, with students of the Technical Course in Computer Science Integrated to High School. The objective was centered on investigating an intentional and specifically planned pedagogical methodology for the appropriation of historical knowledge through the bias of theoretical-reflective thinking. For that, the Didactic-Formative Experiment of a dialogical nature was used, organized in a study activity, in the light of the Historical-Cultural Theory. Data analysis followed the path of Historical-Dialectical Materialism, since education is a social and political practice produced in the contradictions of everyday life in society. The relevance of this discussion is configured in the reflection on the study activity as a way to develop in students, under the guidance of teachers, theoretical-scientific thinking, the understanding of concepts in the movements of their historicity, in the relationships, contradictions and connections established in this process.