History of Holocaust Teaching
the genesis, themes, and ethods
DOI:
https://doi.org/10.33662/ctp.v14i02.20711Abstract
Abstract: This article presents a descriptive and analytical study of Holocaust history education in various countries, from the post-war period to the present day. The research was based on documentary and bibliographic analysis of materials produced by governmental and non-governmental organizations, as well as interviews with specialists in the field of Holocaust education. The results show that, despite cultural and political differences between countries, there is a growing awareness of the importance of teaching the Holocaust in schools as a way of raising awareness among new generations about the dangers of hatred and intolerance. In addition, the study shows that Holocaust education is undergoing transformations and improvements over time, incorporating new pedagogical and methodological approaches aimed at a broader and deeper understanding of the subject.
Keywords: Holocaust, teaching, history, education.
Referencias bibliográficas
BAUER, Y. "Why Teach About the Holocaust?". In: HARTMAN, G.; CZECH, D. (Eds.). The Holocaust and the Text: Speaking the Unspeakable. Boston: Northeastern University Press, 2002. p. 153-167.
BERENBAUM, Michael. (2013). The importance of teaching the Holocaust. In: The Holocaust and the Christian World, edited by Carol Rittner and John K. Roth, 19-29. London: Continuum.
BORRIES, Bodo von. Methods and Aims of Teaching History in Europe: a Report on Youth and History. In: Knowing, Teaching and Learning History: National and International Perspectives, edited by Peter N. Stearns, Peter Seixas and Sam Wineburg, 246-61. Nova York: New York University Press, 2000.
GIGLIOTTI, S. Why Teach the Holocaust? New York: Bloomsbury Academic, 2017.
HAYES, Peter. (2017). Why teach about the Holocaust? In: Teaching the Holocaust: Practical Approaches for Ages 11-18, edited by Andy Pearce and Robert Jan van Pelt, 1-8. London: Bloomsbury.
JICK, Leon A. (2005). The Americanization of the Holocaust. In: Lessons and Legacies IV: Reflections on Religion, Justice, Sexuality, and Genocide, edited by Peter Hayes and John K. Roth, 19-38. Evanston, IL: Northwestern University Press.
LIPSTADT, Deborah. (2011). Why teach about the Holocaust? In: The Holocaust: A Reader, edited by Simone Gigliotti and Berel Lang, 1-10. Oxford: Blackwell.
MAJER, Dieter. (2006). Holocaust Education in Europe: A Survey of Empirical Research, Past Experiences and Future Prospects. Journal of Genocide Research, 8(1), 9-31.
PERCE, Andy; CHAPMAN, Arthur. Holocaust education 25 years on: challenges, issues, opportunities. Holocaust Studies: A Journal of Culture and History, 2017. V.23. nº 3 223-230.
RUSEN, Jörn. Didática da História: passado, presente e perspectivas a partir do caso alemão. Tradução Marcos Roberto Kusnick. Práxis Educativa. Ponta Grossa, PR. v. 1, n. 2, p. 07 – 16, jul.-dez. 2006.
SADDI, Rafael. Didática da História na Alemanha e no Brasil: considerações sobre o ambiente de surgimento da Neu Geschichtsdidaktik na Alemanha e os desafios da Nova Didática da história no Brasil. OPSIS, Catalão-GO, v. 14, n. 2, p. 133-147 - jul./dez. 2014.
SCHMIDT, Christine. “We Are All Witnesses”: Eva Reichmann and the Wiener Library's Eyewitness Account Collection In: KÜHNE T., Rein M. (eds) Agency and the Holocaust. Palgrave Studies in the History of Genocide. Palgrave Macmillan, Cham. 2020.
SCHURSTER, Karl; DA SILVA, Francisco Carlos Teixeira. Passageiros da Tempestade. Fascistas e Negacionistas no Tempo Presente. Recife: CEPE, 2022.
SCHURSTER, Karl; TEIXEIRA DA SILVA, Francisco Carlos. Ensino de história, regimes autoritários e traumas coletivos. Recife/Porto Alegre: EDUPE/ EDIPUC, 2016.
SCHURSTER, K.; ARAÚJO, R. P. de. O ensino de história dos traumas sociais coletivos e dos temas socialmente vivos: trajetórias de um campo disciplinar. Revista Tempo e Argumento, Florianópolis, v. 14, n. 36, p. e0108, 2022. DOI: 10.5965/2175180314362022e0108. Disponível em: https://www.revistas.udesc.br/index.php/tempo/article/view/2175180314362022e0108. Acesso em: 11 abr. 2023.
SCHURSTER, Karl (Et All). Negacionismo. A construção social do fascismo no tempo presente. Recife: EDUPE, 2022.
SCHURSTER, Karl (Et All). Novo Dicionário Crítico do Pensamento das Direitas. Recife: EDUPE, 2022.
SCHURSTER, Karl; DE MORAIS, Alana. Cartas Póstumas do Holocausto: uma proposta de ensino. Revista Mosaico, v. 15, p. 7-25, 2022. e-ISSN 1983-780. DOI. 10.18224/mos.v15i1.8397.
SHAWN, Karen. (2018). Teaching the Holocaust: History and Memory in the Classroom. New York: Routledge.
WIESEL, Elie. (2000). All Rivers Run to the Sea: Memoirs. New York: Schocken Books.