Quarta-feira, 21 de Dezembro, 2011


Chico Buarque, Morena de Angola

… pois vou estar a ler estes cartapácios…

Bom Inverno. Abrangente e para todos.

… e do relativismo na análise dos diferentes tipos de genocídios, de acordo com o posicionamento político. A propósito da Coreia do Norte.

E do estalinismo.

Tem razão, mas… pronto… já fez mea culpa… mas… antes tarde que nunca… mas…

Deportação?

Cheira-me a pinto da …

History cannot be taught like it is a Doctor Who time-travelling fantasy

(…)
These new figures, however, reveal that the study and uptake of history beyond 14 is alarmingly at the point of disappearance in some areas. Action needs to be taken to ensure that history doesn’t risk becoming a dead subject.

There are many ways in which the study of history in schools can be improved in order to encourage its take-up. In primary schools, there is a clear need to address how subjects such as history and modern languages can be better included in a curriculum and timetable focussed upon literacy and numeracy.

In secondary schools the practice where history is in some schools being squeezed into two years of teaching between the ages of 11 to 14 should end, as should the tendency to focus on “bite-size” chunks of history. Pupils shouldn’t be taught history as if it were some kind of Doctor Who time-travelling fantasy, skipping across the centuries and ages, from ancient Egypt to Victorian times and then back to the Tudors. There needs to be a chronological focus which will allow pupils to have a proper understanding of the context and perspective of history. At the same time, history as a subject needs to enthuse as well as enlighten pupils: every school across the country often has nearby superb historical attractions that can bring history to life for its pupils. Local history can easily be woven into the school curriculum.

Não tem, não tem nada, só tem filha de liderzinho.

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