Being History Teacher: the beginning of a formative-educational process

Detalhes bibliográficos
Autor(a) principal: Gago, Marilia
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Antíteses
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/35764
Resumo: The present reality shares a historical narrative that seems to be very focused on what distinguishes us. Humanity seems to be defined more by what separates it than by what unites it, by what exists in common. Sharing the need for a new look at the human being and the conception that history is transformative and allows the complexity of understanding the world it was considered relevant to understand how a process of formation can contribute to the professional development and historical thinking of future History teachers, masters students on training. It is proposed to analyze the ideas that emerged from an initial task proposed and carried out by twenty students - future teachers of History, to then challenge these ideas throughout the formation process and in a longitudinal logic accompany the professional development and historical thinking of these students. The emerged ideas seem being guided by a logic of managerial professionalism and of prospecting History as the field that forms citizens. These ideas suggest being on the road with external demands conveyed by political entities and agendas.
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spelling Being History Teacher: the beginning of a formative-educational processSer Professor de História em tempos difíceis: início de um processo formativoHumanismHistory educationTeacher educationManagement profissionalismDemocratic profissionalismHistóriaFormação de professoresHumanismoEducação históricaFormação de professoresProfissionalismo gerencialistaProfissionalismo democráticoHistóriaFormação de professoresThe present reality shares a historical narrative that seems to be very focused on what distinguishes us. Humanity seems to be defined more by what separates it than by what unites it, by what exists in common. Sharing the need for a new look at the human being and the conception that history is transformative and allows the complexity of understanding the world it was considered relevant to understand how a process of formation can contribute to the professional development and historical thinking of future History teachers, masters students on training. It is proposed to analyze the ideas that emerged from an initial task proposed and carried out by twenty students - future teachers of History, to then challenge these ideas throughout the formation process and in a longitudinal logic accompany the professional development and historical thinking of these students. The emerged ideas seem being guided by a logic of managerial professionalism and of prospecting History as the field that forms citizens. These ideas suggest being on the road with external demands conveyed by political entities and agendas.A realidade presente partilha uma narrativa histórica que parece estar muito centrada no que nos distingue. A humanidade parece ser definida mais pelo que a separa do que pelo que a une, pelo que existe em comum. Partilhando-se a necessidade de um novo olhar acerca do ser humano e da concepção que a História é transformativa e permite a complexificação da compreensão do mundo considerou-se relevante compreender como um processo de formação pode contribuir para o desenvolvimento profissional e pensamento histórico de futuros professores de História, alunos de mestrado de formação profissionalizante. Propõem-se a análise das ideias que emergiram de uma tarefa inicial proposta e realizada por vinte alunos, futuros professores de História, tendo-se em vista o desafio destas ideias ao longo do processo de formação, e numa lógica longitudinal, acompanhar o desenvolvimento profissional e do pensamento histórico destes alunos. Emergiram ideias que se pautam por uma lógica de profissionalismo gerencialista e de perspetivar a História como o campo que forma cidadãos. Estas ideias sugerem estar em rota com demandas externas veiculadas por entidades e agendas políticas.Universidade Estadual de Londrina2019-01-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAutor convidadeoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/3576410.5433/1984-3356.2018v11n22p505Antíteses; Vol. 11 No. 22 (2018): v.11, n.22, jul/dez 2018; 505-515Antíteses; v. 11 n. 22 (2018): v.11, n.22, jul/dez 2018; 505-5151984-3356reponame:Antítesesinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/35764/25505Copyright (c) 2018 Antítesesinfo:eu-repo/semantics/openAccessGago, Marilia2021-07-07T16:58:27Zoai:ojs.pkp.sfu.ca:article/35764Revistahttps://www.uel.br/revistas/uel/index.php/antitesesPUBhttps://www.uel.br/revistas/uel/index.php/antiteses/oaiantiteses@uel.br||1984-33561984-3356opendoar:2021-07-07T16:58:27Antíteses - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Being History Teacher: the beginning of a formative-educational process
Ser Professor de História em tempos difíceis: início de um processo formativo
title Being History Teacher: the beginning of a formative-educational process
spellingShingle Being History Teacher: the beginning of a formative-educational process
Gago, Marilia
Humanism
History education
Teacher education
Management profissionalism
Democratic profissionalism
História
Formação de professores
Humanismo
Educação histórica
Formação de professores
Profissionalismo gerencialista
Profissionalismo democrático
História
Formação de professores
title_short Being History Teacher: the beginning of a formative-educational process
title_full Being History Teacher: the beginning of a formative-educational process
title_fullStr Being History Teacher: the beginning of a formative-educational process
title_full_unstemmed Being History Teacher: the beginning of a formative-educational process
title_sort Being History Teacher: the beginning of a formative-educational process
author Gago, Marilia
author_facet Gago, Marilia
author_role author
dc.contributor.author.fl_str_mv Gago, Marilia
dc.subject.por.fl_str_mv Humanism
History education
Teacher education
Management profissionalism
Democratic profissionalism
História
Formação de professores
Humanismo
Educação histórica
Formação de professores
Profissionalismo gerencialista
Profissionalismo democrático
História
Formação de professores
topic Humanism
History education
Teacher education
Management profissionalism
Democratic profissionalism
História
Formação de professores
Humanismo
Educação histórica
Formação de professores
Profissionalismo gerencialista
Profissionalismo democrático
História
Formação de professores
description The present reality shares a historical narrative that seems to be very focused on what distinguishes us. Humanity seems to be defined more by what separates it than by what unites it, by what exists in common. Sharing the need for a new look at the human being and the conception that history is transformative and allows the complexity of understanding the world it was considered relevant to understand how a process of formation can contribute to the professional development and historical thinking of future History teachers, masters students on training. It is proposed to analyze the ideas that emerged from an initial task proposed and carried out by twenty students - future teachers of History, to then challenge these ideas throughout the formation process and in a longitudinal logic accompany the professional development and historical thinking of these students. The emerged ideas seem being guided by a logic of managerial professionalism and of prospecting History as the field that forms citizens. These ideas suggest being on the road with external demands conveyed by political entities and agendas.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Autor convidadeo
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/35764
10.5433/1984-3356.2018v11n22p505
url https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/35764
identifier_str_mv 10.5433/1984-3356.2018v11n22p505
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/35764/25505
dc.rights.driver.fl_str_mv Copyright (c) 2018 Antíteses
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Antíteses
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Antíteses; Vol. 11 No. 22 (2018): v.11, n.22, jul/dez 2018; 505-515
Antíteses; v. 11 n. 22 (2018): v.11, n.22, jul/dez 2018; 505-515
1984-3356
reponame:Antíteses
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Antíteses
collection Antíteses
repository.name.fl_str_mv Antíteses - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv antiteses@uel.br||
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