Dificuldades de aprendizagem: ações para a formação do pensamento histórico por meio da produção de HQS pelos alunos do 7° ano

Abstract

Over five years teaching History in middle school, a persistent concern has been the difficulty many students face in learning the subject. The recurring question, “Why do I need to learn this?” signals a disconnection between content and meaning. This dissertation investigates the learning challenges of 7th-grade students, emphasizing how traditional practices focused on memorization lead to a superficial grasp of historical knowledge. Rather than problematizing the past, students often replicate information without developing historical thinking. As an alternative, this study proposes the use of comic books (HQs) as a Historical sources to foster meaningful learning and historical consciousness. The research involved students creating comic books about the encounter between Europeans and Indigenous peoples during the Age of Exploration, encouraging them to explore social and cultural dimensions of the period. This activity promoted creativity, empathy, and interpretative autonomy. Grounded in theorists like Jörn Rüsen and Maria Auxiliadora Schmidt, the work views historical learning as a process of connecting prior experiences with new knowledge, guiding students to construct meaning from the past. Histórical consciousness in this sense, includes the ability to critically reflect on historical narratives and their relevance to the present. The study also draws on scholars such as Waldomiro Vergueiro, Paulo Ramos, Daniel Camurça, Marcelo Fronza, and Túlio Vilela, who highlight the educational value of comic books. These visual narratives, combining images and text, enhance student engagement and accessibility. Comic production thus emerges as an enjoyable and effective strategy for deepening historical understanding and argumentative skills