Narratives from History Teachers in Londrina- Parana: their knowledge and practices

Detalhes bibliográficos
Autor(a) principal: Dornelas, Eline Andréa
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Antíteses
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/20556
Resumo: The ideas presented in this research seek to analyze how the changes in relation to the teaching of history, which occurred in the 1990s, have affected the training of history graduate teachers today. The current literature carries a diversity of theoretical and methodological approaches when investigation this theme, highlighting the concern and understanding of how knowledge is built and used by the teacher in the classroom. Narratives guided the methodological approach to this study from history the seven teachers in Londrina- Parana and the data for the research was collected through a questionnaire. From these results, a database was generated which enabled the articulation of the knowledge areas deployed by teachers during their pedagogical actions, i.e. their knowledge and practices. Thus, understanding teacher education as a broad and complex process, which involves various types of knowledge and skills will enable a framework for the professional who intends to pursue the teaching profession. Addressing teacher training and teaching history means rethinking the political, social, economic and cultural context in addition to the technological advances, and the "new teacher profile" of the present day. To understand how history is "taught", how a teacher appropriates the various tools available to them to establish the relationship between history and historical sources to aid this process, is the challenge of understanding the relationship between thought and action, theory and practice, i.e. how to reconstruct the ways of thinking about the processes of teaching and learning history.
id UEL-13_6eab2938a3a1bd88249060c74310deea
oai_identifier_str oai:ojs.pkp.sfu.ca:article/20556
network_acronym_str UEL-13
network_name_str Antíteses
repository_id_str
spelling Narratives from History Teachers in Londrina- Parana: their knowledge and practicesNarrativas de Professores de História em Londrina-Paraná: SEUS SABERES E PRÁTICASNarrativesTeacher trainingKnowledgeHistory and educationNarrativasFormação de professoresSaberesHistória e EnsinoThe ideas presented in this research seek to analyze how the changes in relation to the teaching of history, which occurred in the 1990s, have affected the training of history graduate teachers today. The current literature carries a diversity of theoretical and methodological approaches when investigation this theme, highlighting the concern and understanding of how knowledge is built and used by the teacher in the classroom. Narratives guided the methodological approach to this study from history the seven teachers in Londrina- Parana and the data for the research was collected through a questionnaire. From these results, a database was generated which enabled the articulation of the knowledge areas deployed by teachers during their pedagogical actions, i.e. their knowledge and practices. Thus, understanding teacher education as a broad and complex process, which involves various types of knowledge and skills will enable a framework for the professional who intends to pursue the teaching profession. Addressing teacher training and teaching history means rethinking the political, social, economic and cultural context in addition to the technological advances, and the "new teacher profile" of the present day. To understand how history is "taught", how a teacher appropriates the various tools available to them to establish the relationship between history and historical sources to aid this process, is the challenge of understanding the relationship between thought and action, theory and practice, i.e. how to reconstruct the ways of thinking about the processes of teaching and learning history.As ideias apresentadas nessa pesquisa procuram analisar de que forma as transformações ocorridas nos anos de 1990 em relação ao Ensino de História afetam a formação de professores licenciados em História. A literatura atual traz uma diversidade de abordagens teóricas e metodológicas na investigação dessa temática, destacando a preocupação e a compreensão como o conhecimento é construído pelo professor e utilizado em sala de aula. A perspectiva metodológica deste trabalho pautou-se na pesquisa com narrativas escritas de sete professores de História em Londrina-Paraná e o instrumento utilizado para a obtenção de dados da pesquisa foi o questionário. O resultado deste estudo gerou uma base de dados e a partir daí foi possível articular os domínios de conhecimentos mobilizados pelos professores durante suas ações pedagógicas, ou seja, seus saberes e fazeres. Compreendemos, portanto, a formação docente como um processo amplo e complexo, o qual envolve vários saberes, competências e conhecimentos que vão possibilitar uma estrutura para o profissional que se propõe a exercer o ofício da docência. Abordar a formação docente e ensino de História significa repensar o contexto político, social, econômico e cultural, os avanços tecnológicos, e o “novo perfil do professor” na contemporaneidade. Entender como essa História tem sido “ensinada”, como esse professor se apropria das variadas ferramentas para estabelecer a relação da história e das fontes históricas que o auxilie nesse processo, é um desafio para entendermos a articulação entre o pensar e o agir, a teoria e a prática, ou seja, como reelaboram as formas de pensar o processo o ensino e a aprendizagem em História.Universidade Estadual de Londrina2014-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/2055610.5433/1984-3356.2014v7n14p530Antíteses; Vol. 7 No. 14 (2014): Histórias e Antropologias dos Patrimônios Culturais; 530-531Antíteses; v. 7 n. 14 (2014): Histórias e Antropologias dos Patrimônios Culturais; 530-5311984-3356reponame:Antítesesinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/20556/15626Copyright (c) 2014 Antíteseshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDornelas, Eline Andréa2022-11-03T17:53:28Zoai:ojs.pkp.sfu.ca:article/20556Revistahttps://www.uel.br/revistas/uel/index.php/antitesesPUBhttps://www.uel.br/revistas/uel/index.php/antiteses/oaiantiteses@uel.br||1984-33561984-3356opendoar:2022-11-03T17:53:28Antíteses - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Narratives from History Teachers in Londrina- Parana: their knowledge and practices
Narrativas de Professores de História em Londrina-Paraná: SEUS SABERES E PRÁTICAS
title Narratives from History Teachers in Londrina- Parana: their knowledge and practices
spellingShingle Narratives from History Teachers in Londrina- Parana: their knowledge and practices
Dornelas, Eline Andréa
Narratives
Teacher training
Knowledge
History and education
Narrativas
Formação de professores
Saberes
História e Ensino
title_short Narratives from History Teachers in Londrina- Parana: their knowledge and practices
title_full Narratives from History Teachers in Londrina- Parana: their knowledge and practices
title_fullStr Narratives from History Teachers in Londrina- Parana: their knowledge and practices
title_full_unstemmed Narratives from History Teachers in Londrina- Parana: their knowledge and practices
title_sort Narratives from History Teachers in Londrina- Parana: their knowledge and practices
author Dornelas, Eline Andréa
author_facet Dornelas, Eline Andréa
author_role author
dc.contributor.author.fl_str_mv Dornelas, Eline Andréa
dc.subject.por.fl_str_mv Narratives
Teacher training
Knowledge
History and education
Narrativas
Formação de professores
Saberes
História e Ensino
topic Narratives
Teacher training
Knowledge
History and education
Narrativas
Formação de professores
Saberes
História e Ensino
description The ideas presented in this research seek to analyze how the changes in relation to the teaching of history, which occurred in the 1990s, have affected the training of history graduate teachers today. The current literature carries a diversity of theoretical and methodological approaches when investigation this theme, highlighting the concern and understanding of how knowledge is built and used by the teacher in the classroom. Narratives guided the methodological approach to this study from history the seven teachers in Londrina- Parana and the data for the research was collected through a questionnaire. From these results, a database was generated which enabled the articulation of the knowledge areas deployed by teachers during their pedagogical actions, i.e. their knowledge and practices. Thus, understanding teacher education as a broad and complex process, which involves various types of knowledge and skills will enable a framework for the professional who intends to pursue the teaching profession. Addressing teacher training and teaching history means rethinking the political, social, economic and cultural context in addition to the technological advances, and the "new teacher profile" of the present day. To understand how history is "taught", how a teacher appropriates the various tools available to them to establish the relationship between history and historical sources to aid this process, is the challenge of understanding the relationship between thought and action, theory and practice, i.e. how to reconstruct the ways of thinking about the processes of teaching and learning history.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/20556
10.5433/1984-3356.2014v7n14p530
url https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/20556
identifier_str_mv 10.5433/1984-3356.2014v7n14p530
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/20556/15626
dc.rights.driver.fl_str_mv Copyright (c) 2014 Antíteses
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2014 Antíteses
http://creativecommons.org/licenses/by/4.0
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. 7 No. 14 (2014): Histórias e Antropologias dos Patrimônios Culturais; 530-531
Antíteses; v. 7 n. 14 (2014): Histórias e Antropologias dos Patrimônios Culturais; 530-531
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||
_version_ 1797069046567403520

Registros relacionados