Vozes do “chão da escola” Docentes de História e suas percepções sobre os impactos do Escola sem Partido nas suas práticas de ensino

• Autor(a) principal: Barros, Sara Norberto de
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• 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/1/19853
• topic: Ensino de História; Escola sem Partido; Educação; Docentes; Saberes e práticas escolares; History Teaching; Party-Free Education; Education; Teachers; Knowledge and school practices; CIENCIAS HUMANAS::HISTORIA

This research focuses on the investigation of the perceptions that teachers of History, working in Basic Education, have about the impacts that the speech/action of Party-free Education caused in the Teaching of History and if it is reflected or not in their professional practices of teaching this school subject currently. We consider the perspective that teachers are indispensable agents of the educational process and subjects of knowledge (educational, teaching and empirical ones) and we believe that the speech/action of PFE had/has the power to cause negative consequences in the ways in which this knowledge is mobilized in school history teaching. Thus, according to a controlled approach and with the help of a sample of History teachers working in Basic Education, we obtained quantitative and qualitative indicators and data that pointed out the current impacts, permanence, problems and relevance of the PFE speech/action in the practices of teaching History. Our objective was to understand the tons of this process, proposing reflections and provocations about our past and present relationship with it, as we defend the overcoming of the reactionary narrative of this movement by its constant critical deconstruction and that it never be forgotten and underestimated by those who are in the classroom. Thereby, the perceptions of teachers who lived the “before and after” of PFE are fundamental to understand the extent of this event in the actual teaching practices and to collectively elaborate action strategies, built by and for teachers, in and for the school. Therefore, we jointly thought and created a proposal for a continuing teacher training workshop to exchange knowledge and experiences on the subject, built from the demands, doubts and contributions of the agents participating in the research.