The Importance of the Problem-Posing Method in History Teaching: A Case Study with 9th Grade Students from Complexo Escolar Bg No. 1014 in Benguela

Abstract

This study analyzes the importance of the problem-posing method in the teaching and learning process of History in the 9th grade at Complexo Escolar BG No. 1014, Benguela. Using a descriptive and quantitative approach, questionnaires were applied to teachers and students in order to understand how problematization can foster more meaningful and critical learning. The results reveal that, although expository teaching still predominates, the problem-posing method proved to enhance students’ engagement, participation, and motivation, as well as their ability to develop critical thinking. However, some challenges were identified, such as unclear problem formulation and the need for further teacher training to ensure more consistent application of the methodology. The study concludes that problematization is an effective pedagogical strategy to overcome the limitations of traditional teaching and to connect historical content with students’ social reality, promoting reflection and the construction of significant knowledge. It also suggests the importance of investing in innovative teaching practices and valuing student participation in History learning.