Os professores de História e seus saberes: uma análise de como os saberes docentes são mobilizados na escola básica para o ensino da disciplina História

• Autor(a) principal: Rocha, Ramon Infante
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/13526
• topic: Teacher's; knowledge; School hstory kwnoledge; History teaching; Saberes docentes; Conhecimento histórico escolar; Ensino de História; CNPQ::CIENCIAS HUMANAS::HISTORIA

Analyzing the relationships of four history teachers of basic school with their knowledge was the object of this work. We seek, through interviews, to know about the knowledge mobilized by teachers of educational history in the construction of historical knowledge with their students. Dialoging with national and international authors who understand the school culture and who understand teachers as professionals with a set of specific knowledge, we perceive how the four teachers interviewed relate to their knowledge and how they mobilize them in the daily life of the classroom. In this sense, we verify that teachers combine academic knowledge, curricular knowledge and experience knowledge and thus form their personal framework that will shape the teaching of History in basic school. Each teacher, with his subjectivity and objectivity, builds your practice from academic knowledge and practice of social relevance the history taught. We conclude that this research allowed us to verify that teachers produce knowledge from the domain of their knowledge and mobilize them all the time when they are teaching. These knowledges are temporal, plural, heterogeneous, personalized and socially situated. The knowledge gives the teacher a relative autonomy when interacting with other social actors and other practices that integrate the school culture and, more broadly, the society in which these actors are inserted.