FORMAÇÃO DE PROFESSORES PEDAGOGOS: CONCEPÇÕES SOBRE HISTÓRIA E O ENSINO DE HISTÓRIA PARA O ENSINO FUNDAMENTAL

Abstract

This study is linked to the Teacher Training line of research, its study theme is teacher training and the research object is the analysis of the teacher training course of the Pedagogy course at the State University of Northern Paraná-UENP. The general objective is to understand how teacher training is established in the History Teaching Methodology discipline. The research starts from understanding the path of higher education and the Pedagogy course in Brazil, from the developments until we arrive at the current policies that guide higher education in the country, at the same time, understanding that such perspectives have an epistemological framework and a political framework that can be notorious. The questions that guide this dissertation are: Regarding areas of knowledge (fundamentals and practices of Education), how do students on the Pedagogy course consider the bases of their training for the initial years of Elementary School? How do students – future teachers – support their pedagogical practice for teaching specific subjects? How is the subject of History Teaching Methodology developed during graduation and how effective do graduates consider it to be? Having as a research method, that is, orientations and argumentative discussions, it is based on the didactics of history and for theoretical enrichment historical-dialectical materialism, in order to complement the issues surrounding the education of understanding of the world and society. We also analyzed national policies that permeate the educational sphere, in particular the National Curricular Guidelines for the Pedagogy Course. We present the locus of our research, an HEI in the North of Paraná, we present the data obtained through the application with students of the Pedagogy course at this university. The effort of analyzing the data obtained resulted in our dissertation.