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HISTORY EDUCATION - SOME THOUGHTS FROM THE UK: interviews Peter J. Lee

机译：历史教育-来自英国的一些想法：访谈Peter J. Lee

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The interest in publishing an interview with Professor Peter Lee comes in sync with the wish of bringing toBrazilhis research and reflections on what children and teenagers make of History. Such a wish departs from the presupposition that History teaching in Elementary School will advance little, if any, without History teachers’ and researchers’ serious consideration of learning -- that is, the cognitive processes involved in constructing historical thinking. These processes imply the understanding of what subjects make of historic ideas, and how they construct their perceptions of the past. Through this interview, it is also expected to contribute to the debate on the historical form and function on quotidian life, as it is postulated here (as his discussion also puts forth) that History is a way of thinking and interpreting human existence through time. History is not only an academic discipline, but also a public form of knowledge. Such dimensions articulate and intertwine in different planes, constituting the historical consciousness of both individuals and collectivities. The challenges that emerge here cannot be ignored, particularly those related to the teaching of History in school environments. This is especially true if one believes that teaching History is a powerful tool that enables “readings” of the world, bringing forms of inhabiting and existing in this world to its full potential while articulated to a collective belonging in a project of common futures. Peter Lee was, until he very recently retired, a senior lecturer in the History Education Unit at the Institute of Education at the University of London. Having taught History in primary and secondary schools, Professor Lee has coordinated several research projects related to History Teaching and Learning, including CHATA (Concepts of History and Teaching Approaches) a project well-known in Brazil. Several of his publications investigate the ideas that children and teenagers have over History in several books, chapters, and articles – many of these with Rosalyn Ashby as co-author. Some of his articles have been translated to Portuguese, circulating among researchers concerned with understanding how children learn History. The questions in this interview have been elaborated so that Peter Lee’s reflections may collaborate with the development of History Teaching and History Education research in Brazil. All contact has been made via e-mail, a rather useful tool that has shortened the distance between Florianópolis and London for a few long moments between July and October 2012.
机译：出版彼得·李教授访谈的兴趣与希望带给巴西的研究和对儿童和青少年对历史的理解的思考同步。这种愿望背离了这样的假设：小学的历史教学如果没有历史老师和研究人员对学习的认真考虑，也就是发展历史思维所涉及的认知过程，将不会有任何进展。这些过程意味着要理解主体对历史观念的理解，以及他们如何建构对过去的看法。通过这次采访，人们也有望为关于quotidian生活的历史形式和功能的辩论做出贡献，因为这里假定（正如他的讨论一样），历史是一种思考和解释人类存在的方式。历史不仅是一门学科，而且是一种公开的知识形式。这样的维度在不同的平面上清晰地交织在一起，构成了个人和集体的历史意识。这里出现的挑战不容忽视，尤其是与学校环境中的历史教学有关的挑战。如果人们认为历史教学是一种强大的工具，可以使世界“读书”，使这个世界上的居住形式和生存形式发挥最大潜力，同时又与一个共同的未来计划相结合，则尤其如此。彼得·李（Peter Lee）是伦敦大学教育学院历史教育系的高级讲师，直到他最近退休。李教授在中小学教授历史后，曾协调过几个与历史教学有关的研究项目，其中包括巴西著名的CHATA（历史概念和教学方法）项目。他的一些出版物在几本书，几章和几篇文章中研究了儿童和青少年对历史的看法-其中许多是与罗莎琳·阿什比（Rosalyn Ashby）合着的。他的一些文章已翻译成葡萄牙语，在关注了解儿童如何学习历史的研究人员中流传。采访中的问题已经详细阐述，以便彼得·李的思考可以与巴西历史教学和历史教育研究的发展合作。所有联系都是通过电子邮件进行的，这是一个非常有用的工具，在2012年7月至2012年10月之间，这缩短了弗洛里亚诺波利斯到伦敦的距离。

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    《TMC Academic Journal》 |2014年第2期|共35页
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