O ENSINO DE HISTÓRIA ENTRE TRAJETÓRIAS E EPISTEMOLOGIAS: O DESAFIO COTIDIANO DE ARTICULAR TEORIA E PRÁTICA NA FORMAÇÃO DO PROFESSOR DE HISTÓRIA

Abstract

This article presents a case study with the aim of contributing to discussions about “daily practices” in two very precise contexts: the formation of history teachers and the performance in basic education. The analysis presented were produced based on comparison of a qualitative questionaire applied to a class of students who were realizing supervised training phase and the courseware produced by them, which composed the final paper of their teacher licensing course. The central points observed in the suty were the difficulties in mobilizing theoretical-methodological knowledge in the execution of practical teaching activities and the contradictions between discourse and practice in the action of teachers during their formation. Such conclusions lead us to the reflection about daily dimensions in the teaching craft, in undergraduation level (formation of teachers) and in basic education (teacher formation).