Saberes da ação pedagógica de professores formadores da área de ensino de história

Abstract

This article presents a research whose protagonists are the History professors of the State University of Ceará, Fortaleza campus, and the repertoire of knowledge and references for History teaching practice mentioned by them in the interview and/or mobilized by them in the observed classes, known as the knowledge of teaching actions (GAUTHIER et al., 1998). The single case study (STAKE, 2007), with descriptive-explanatory (YIN, 2005) in the interpretative paradigm, was the research methodology. To produce the data, two professors were interviewed and their classes were observed in 2015.1. The theoretical-methodological basis lies on Almeida (2012), Fonseca (2009), Gauthier et al. (1998), Monteiro (2007), Rüsen (2011), Tardif (2008), Tardif; Lessard (2009), Zamboni; Fonseca (2008), among others. The research pointed out a varied repertoire of educative paths and mobilized knowledge in the professors’ teaching practices, which is their reference to legitimate themselves as better trained History professors. The research concludes that, although there is a diversity of mentioned and/or mobilized references, highlighting the perspective of History Teaching mediated by sources, the strength of historical knowledge of reference, surpassing the specific knowledge of History Teaching was still observed