Historical learning and training teacher from early years at University of Minho (Portugal): the articulation between practice and research in history education

• Autor(a) principal: Solé, Glória
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/21997
• topic: Educación histórica; Cognición histórica; Formación docente de los primeros años; History Education; Historical cognition; Teacher Training from the Early Years; Educação histórica; Cognição histórica; Formação de professores dos anos iniciais

This text aims to present the research in History Education developed at the Institute of Education of the University of Minho (Portugal) under the various professional master's degrees of teacher training, especially of teachers from the early years (6 to 12 years). A brief contextualization of the teacher education model developed at our institution is presented, especially since 2008, with the implementation of the Bologna model. The relevance attributed to the articulation between pedagogical practice and research, the implications of research in the educational context, as well as in the professional development of future teachers, based on the constructivist paradigm, operationalized in the workshop class model, which fosters the role of the teacher as social research and students as agents of the construction of historical knowledge. This model is exemplified by some empirical studies implemented by our trainee’s teachers with children and young people, which focus on second order concepts (change, narrative, evidence and significance) related to historical thinking and historical consciousness, and other studies that also integrate heritage education, in line with historical cognition research, which has been developed at the University of Minho (Portugal).