The history teacher formation in Bazil: fights and dilacerations in times of unquietness
In Brazil, there is currently an emphasis in policies aimed at teachers’ formation, including history teachers, in which the centrality of the debate is the binary education and development. At this debate, the most highlighted character is the teacher. The present paper focuses on presenting a summ...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2015 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Maria (UFSM) |
| Repositório: | Revista Educação (Santa Maria. Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/18206 |
| Acesso em linha: | https://periodicos.ufsm.br/reveducacao/article/view/18206 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Historical consciousness Historical learning Teachers’ formation. Consciência histórica aprendizagem histórica formação de professores |
| Resumo: | In Brazil, there is currently an emphasis in policies aimed at teachers’ formation, including history teachers, in which the centrality of the debate is the binary education and development. At this debate, the most highlighted character is the teacher. The present paper focuses on presenting a summary of the proposals for the history teacher formation in Brazil, arising from the educational policies. The documents’ analysis had, as a theoretical reference, the questions involving the relation between the formation grounded in the epistemology of the practice and the one based on the praxis epistemology. Outcomes of this analysis indicate the disappearance of theoretical formation, the value of specific contents, to the detriment of a practical formation, which does not take into consideration the relevance of the education’s social function and the aim of History for the formation of a critical citizenship. |
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