History class: experience and teacher biography in producing school knowledge

• Autor(a) principal: Crema, Everton Carlos
• 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/22983
• topic: Metodologia de ensino; Didática da História; Biografia docente; Produção estética da aula; Metodología de enseñanza; Didáctica de la historia; Biografía docente; Producción estética de la clase; Teaching methodology; History Didactics; Teaching biography; Aesthetic production of the class

The discussion hat continues together with the conditions and possibilities of creation / construction of history classes developed by teachers of the public school of União da Vitória, PR, having as perspective of mediation the teaching professional experience, the school culture, the curriculum and the diversity of teaching-learning methodologies. Discussing the creative process of the contents and methodologies of history school teaching is fundamentally important and necessary, as they develop within more pragmatic relationships and reach and in response to questions that are closer and more urgent to schools. In contrast to the continuing successions, curriculum overlaps, the lack of effective continuing education and the formative distance from the university, our teachers develop authoritative didactic-methodological strategies in the teaching of history. We need to look at the conditions and practices of teaching history that develop in the classrooms of our schools, seeking in this process an approximation between school levels and teacher deformation. Through research of professional teaching biography and analysis of didactic-methodological practices, we reflect that they develop close to professional experience and school culture, especially share a diverse methodological spectrum and close to what we conventionally call the aesthetic production of the class. In this sense, research applied within schools goes beyond the idealization and formalization of the curriculum and seeks to build a didactic design closer to the reality of teaching.