“Se o castigo não é moderado, ha excesso que a lei pune”: uso de processos-crime em sala de aula

IF 0.1 4区 历史学 Q3 HISTORY Historia Unisinos Pub Date : 2020-01-31 DOI:10.4013/hist.2020.241.12
Roberto Radünz
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Abstract

The debate about the connection between academic production in the areaof History and its relationship with the knowledge produced in schools has sought toovercome the view that hierarchized these forms of knowledge. Primary and secondaryschools can be transformed into spaces of production and dissemination of knowledge.This article intends to bring this debate based on the analysis of a criminal process in aproposal of didactic sequence. The case in question involves a slave who, supported by afree man, can access justice to accuse his master of mistreatment. Using the meanders ofjustice, the accused reverses the logic of the case and gets rid of the accusation. Taking theprocess as a source, the didactic sequence aims to work on aspects related to citizenship,human rights, as well as the rejection of discrimination.
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“如果惩罚不温和,法律就会惩罚过度”:在课堂上使用刑事诉讼
关于历史领域的学术成果及其与学校知识之间关系的争论,试图克服将这些形式的知识分层的观点。中小学可以转变为生产和传播知识的空间。本文拟在对刑事诉讼程序分析的基础上,提出一种教学顺序的建议。本案涉及一名奴隶,他在自由人的支持下,可以诉诸司法指控他的主人虐待他。在司法的曲折中,被告推翻了案件的逻辑,摆脱了指控。以这一过程为来源,教学顺序旨在研究与公民身份、人权以及拒绝歧视有关的方面。
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