Classroom and the production of meaning in literacy practices in the teaching of History
DOI:
https://doi.org/10.5212/PraxEduc.v.8i2.00010Abstract
This study aimed to investigate the production of meaning in literacy practices in History education, conceptually working with the field of language drawn from the Bakhtin Circle. With their theoretical perspective, enunciations are formed within the relational process, with a socio-cultural background, and the compositional scenario is directly related to the employment of enunciations and its intersubjective relations. In this context, taught History is understood not only through disciplinary questions related to historiography, or, in other words, through the practice of literacy that surrounds the work of the historian; but it is also composed by the dynamics of formation and signification of the world of life, which are present in the space of teaching.
Keywords: The teaching of History. Literacy. Production of meaning.
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