Formação de professores de história: da institucionalização legal à reflexão da prática profissional

• Autor(a) principal: Lopes, Lara
• Data de Publicação: 2023
• Outros Autores: Alves, Luís Alberto Marques, Antunes, Marta Castro
• Tipo de documento: Livro
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/150537

Starting from the historical context of the creation of the Masters in Teaching of History and Geography at the Faculty of Arts and Humanities of the University of Porto (FLUP) and the Bologna process for the training of History teachers, to the legal change that disintegrated these two scientific areas, originating in independent Masters, we present some considerations on the role of internship reports as a tool for reflecting on professional practice and its contribution to the evolution of the respective scientific area. The creation of the Masters in Teaching of History and Masters in Teaching of Geography in the 3rd cycle of Basic and Secondary Education created conditions for a reflective practice focused on action-research, fostering creativity and the use of new emerging resources in a socio-constructivist perspective, which enables future teachers to broaden their horizons on educational paradigms. This approach begins to have an impact on the evolution of the scientific area, demonstrated through a bibliometric analysis of the titles and keywords of the dissertations of these three masters degrees at FLUP. The visual representations obtained provide a general and holistic view of the panorama of academic work after the entry into force of the Bologna process and its cognitive structure, its problems and its evolution, and is closely linked to the evolution of professional practice and the epistemology of historical education.