Narratives from History Teachers in Londrina- Parana: their knowledge and practices

Abstract

The ideas presented in this research seek to analyze how the changes in relation to the teaching of history, which occurred in the 1990s, have affected the training of history graduate teachers today. The current literature carries a diversity of theoretical and methodological approaches when investigation this theme, highlighting the concern and understanding of how knowledge is built and used by the teacher in the classroom. Narratives guided the methodological approach to this study from history the seven teachers in Londrina- Parana and the data for the research was collected through a questionnaire. From these results, a database was generated which enabled the articulation of the knowledge areas deployed by teachers during their pedagogical actions, i.e. their knowledge and practices. Thus, understanding teacher education as a broad and complex process, which involves various types of knowledge and skills will enable a framework for the professional who intends to pursue the teaching profession. Addressing teacher training and teaching history means rethinking the political, social, economic and cultural context in addition to the technological advances, and the "new teacher profile" of the present day. To understand how history is "taught", how a teacher appropriates the various tools available to them to establish the relationship between history and historical sources to aid this process, is the challenge of understanding the relationship between thought and action, theory and practice, i.e. how to reconstruct the ways of thinking about the processes of teaching and learning history.