A formação inicial dos professores de História vista ao espelho
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2016
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Uma das imposições do mundo globalizado e competitivo é a necessidade de cidadãos inovadores
e conscientes de seu papel na sociedade. A educação formal deve garantir tais qualidades e para
que isso seja atingido, a formação inicial de professores, deve prover esse perfil de escolarização,
e especificamente, no que tange a identidade nacional e o desenvolvimento de um senso crítico
em relação ao social, essa responsabilidade recai sobre os que têm licenciatura em História. O
presente estudo busca analisar, qual a conceção do professor de História acerca da sua formação
inicial, frente às competências/saberes exigidas no cotidiano profissional. Os professores que
compõem o universo dessa pesquisa, estão lotados em escolas públicas das redes municipais e
estadual da região metropolitana do Recife, em Pernambuco. Destacam-se, no referencial teórico,
autores como: Ferreira (2004), Bittencourt (2009), Abud (2010), Pacievitch (2012), Ramalho,
Nuñes & Gauthier (2000), Perrenoud (2001), Resende (2008), Silveira (2008), Bezerra & Farias
(2009), Giroux (1997), Nóvoa (1999), Feldmann (2009), Boschi (2007), Beserra (2011) Ataíde de
Almeida (2001). Os participantes da pesquisa foram 15 (quinze) professores do ensino médio,
fundamental 2 e projetos de correção de escolaridade no ensino médio e uma formadora de
professores de uma Universidade Federal do Brasil. A metodologia usada foi a qualitativa. Os
dados foram coletados através de entrevista semiestruturada e analisados na linha teórica da
análise do discurso (AD). A análise do discurso dos professores revelou que os docentes de
História consideram que sua formação inicial foi precária, não trazendo as competências
necessárias às demandas do cotidiano de sala de aula. O que indica a necessidade de
transformações no currículo da formação inicial que aponte para um processo formativo que
atenda às exigências do trabalho docente no ensino de história.
One of the constraints of the globalized and competitive world is the need for innovative and citizens aware of their role in society. Formal education should ensure such qualities and for this to be achieved, the initial teacher training, should provide this education profile, and specifically, with respect to national identity and developing a critical sense in relation to social, this responsibility lies with those who have a degree in history. This study seeks to analyze what the conception of history teacher about his initial training, compared to skills / knowledge required in daily work. Teachers who make up the universe of this research, are crowded in public schools municipal and state networks in the metropolitan area of Recife, Pernambuco. Stand out in the theoretical framework, authors such as: Ferreira (2004), Bittencourt (2009), Abud (2010), Pacievitch (2012), Ramalho, Nuñez & Gauthier (2000), Perrenoud (2001), Resende (2008) Silveira (2008), & Farias Bezerra (2009), Giroux (1997), Nóvoa (1999), Feldmann (2009), Boschi (2007), Beserra (2011) Ataíde Almeida (2001). The participants were fifteen (15) high school teachers, elementary school and 2 correction projects in high school and a trainer of teachers of the Federal University of Brazil. The methodology was qualitative. Data were collected through semi-structured interviews and analyzed in the theoretical line of discourse analysis (AD). The analysis of teachers' discourse revealed that history teachers feel that their initial training was poor, not bringing the necessary skills to the demands of the classroom everyday. This indicates the need for changes in the curriculum of initial training point to a training process that meets the requirements of teaching in teaching history.
One of the constraints of the globalized and competitive world is the need for innovative and citizens aware of their role in society. Formal education should ensure such qualities and for this to be achieved, the initial teacher training, should provide this education profile, and specifically, with respect to national identity and developing a critical sense in relation to social, this responsibility lies with those who have a degree in history. This study seeks to analyze what the conception of history teacher about his initial training, compared to skills / knowledge required in daily work. Teachers who make up the universe of this research, are crowded in public schools municipal and state networks in the metropolitan area of Recife, Pernambuco. Stand out in the theoretical framework, authors such as: Ferreira (2004), Bittencourt (2009), Abud (2010), Pacievitch (2012), Ramalho, Nuñez & Gauthier (2000), Perrenoud (2001), Resende (2008) Silveira (2008), & Farias Bezerra (2009), Giroux (1997), Nóvoa (1999), Feldmann (2009), Boschi (2007), Beserra (2011) Ataíde Almeida (2001). The participants were fifteen (15) high school teachers, elementary school and 2 correction projects in high school and a trainer of teachers of the Federal University of Brazil. The methodology was qualitative. Data were collected through semi-structured interviews and analyzed in the theoretical line of discourse analysis (AD). The analysis of teachers' discourse revealed that history teachers feel that their initial training was poor, not bringing the necessary skills to the demands of the classroom everyday. This indicates the need for changes in the curriculum of initial training point to a training process that meets the requirements of teaching in teaching history.
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Orientação: José Viegas Brás
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, PROFESSORES, ENSINO DA HISTÓRIA, DESENVOLVIMENTO DE COMPETÊNCIAS, AVALIAÇÃO DA FORMAÇÃO, COMPETÊNCIAS PROFISSIONAIS, ESTUDOS DE CASO, NECESSIDADES DE FORMAÇÃO, BRASIL, PERNAMBUCO, RECIFE, EDUCATION, TEACHERS EDUCATION, BRAZIL, PERNAMBUCO, RECIFE, TEACHERS, HISTORY TEACHING, SKILLS DEVELOPMENT, TRAINING EVALUATION, PROFESSIONAL SKILLS, CASE STUDIES, EDUCATIONAL NEEDS