Teaching of History in non-formal educational spaces:

theoretical and methodological perspectives in the graduation of teachers

Abstract

This article deals with the importance and possibilities of working with out-of-school experiences and educational spaces in the teaching-learning of history, in the process of higher education at the graduation level, based on the dynamics and didactic-pedagogical strategies developed in the discipline “Teaching History in Non-Formal Educational Spaces”. In this way, it seeks to reflect on the need to build a historical learning more consistent with a more useful teaching for young male and female professors in university training. To do so, we problematize the teaching of history as a type of practical theorizing that needs to contemplate formative processes that, due to the variety of topics it discusses, can cover different educational contexts, in this case institutions and non-school experiences. The unfolding of these practices of teaching and learning history provided important reflections about the need for a more critical historical formation to the reproductive, memorizing, verbalist and historicizing tradition of teaching history, to examine a set of perspectives approaching the presente time, of local realities and institutions, as well as prior knowledge of students.