Educação histórica e teoria da história: modos de pensar a história na construção narrativa dos discentes.

Current paper investigates the narratives of second year History students at the Universidade Federal do Rio Grande, in 2013, with regard to the discipline Theory and Methodology of History II. The issue proposed to students was: How would you construct a research work from a theoretical Marxist point? Students produced narratives and constructed material analyzed in current paper. Foregrounded on the points proposed by Historical Education to systematize a reflection on the analysis of students´ tactic ideas on their appropriation processes of theoretical reflection, we would approach the research work that intend to explain “the construction of History´s disciplinary code” (SCHMIDT, 2010, p. 251). Although our focus is different, it is very close. We lack research on the ways one understands History in higher courses that form future historians. From the methodology of Elliot Eisner (1998), we will employ the “qualitative investigation” that understands what students do and how their groups work with things taught through observations in the classroom and the materials produced. [ABSTRACT FROM AUTHOR]