Um trem rumo às estrelas : a Oficina de Formação Docente para o ensino de história (o curso de história da FAFIC)

• Autor(a) principal: Andrade, Everardo Paiva de
• Data de Publicação: 2006
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal Fluminense (RIUFF)
• Texto Completo: https://app.uff.br/riuff/handle/1/17602
• topic: Professores de história; Formação de professores; Ensino de História; História da educação; Faculdade de Filosofia de Campos (FAFIC); CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work aims to study the initial education of History teachers focusing on a particular course the Course of History of the Faculty of Philosophy of Campos in a particular time the institutional and curricular turmoil that characterizes the period between 1998 and 2005. The scenario of the analysis, however, moves back up to two different and complementary standpoints: on one hand, the research discusses some meanings related to the concept of initial teacher education, especially those involved in the interface between the initial teacher education courses and the other degrees. These meanings are investigated not only on synchronic as diachronic perspectives, but also considering the particular context and specificity of the History school discipline; on the other hand, the research analyses the variety of knowledge and practices involved during the course of initial teacher preparation, particularly the ones created by the university tutors when they reinvent teaching devices, attributing them particular meanings. From the theoretical and methodological point of view, the work is oriented by a phenomenological research conception, which has formed the basic reference to analyses knowledge in the context, i.e. attached to what is experienced by the educational subjects. The basic problem treated by the research consists on analyze to what extent the inclusion of determined concepts school knowledge, teacher knowledge have been incorporated to the discussions and practices of the initial education of History teachers. Thus, the research regards the initial education of History teachers as a particular teaching workshop which is, on one hand, articulated by three axles teaching subjects, knowledge and practices and on the other, by a curriculum dimension that includes university knowledge, school culture and teachers experiential knowledge. The research has made use of sources such as the teacher education literature itself, documentary sources produced by the higher education institution and by the initial teacher education course. It has also included interviews to the tutors and observation of the educational institution environment. Finally, the thesis intends to contribute to reassure the diversity and differentiation of the initial teacher education debate and practices, opposing to the expectation of uniformity and imposition of a single model for the initial teacher education.