Metodologia do ensino de história no curso de pedagogia da PUC-SP: concepções e práticas

• Autor(a) principal: Curalov, Vivyanne Sztanderski
• Data de Publicação: 2012
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28493
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Metodologia do ensino de História; Pedagogia; Ensino de História; Formação de professores; History teaching methodology; Pedagogy; History teaching; Teacher’s formation

The study here suggested will inquire into the initial structure received by the students of pedagogy having in mind history teaching exercise in the first series of the basic teaching having in sight to provoke questioning and discussions about this graduation. Has as aim: Discussions concerning the contributions of the pedagogy course in the effectiveness of history on teaching; to develop a theoretical mark which will discuss the history teaching in its early years, and consider the incertion and reformulation of the course of pedagogy in Brazil; to analyze the political pedagogical project of the course of pedagogy, aiming to observe the focalization that it giver to the “thematic center line”, “history teaching methodology” to verify, by means of interview, which tem conceptions, the teacher who is in charge of the “thematic center line”, “history teaching methodology” uses, respecting this theme. Methodology: The methodology utilized favor the qualitative research. Results: The initial graduation offered by the course of pedagogy relegates the use of teaching by the methodology of teaching of history to a reduced time-table. Those applicants to pedagogy make reading of the curriculum guiding-book, but they don’t study about the contents which must be trained and learned in the school teaching and don’t discuss the shape or model of apprenticeship of history, of students who attend this stage of learning. The inquiry warn us that the teachers in charge of the course’s curriculum, must review the way how they have been made the formation of history’s methodology of their students, during the course