Pesquisa e pós-graduação em educação na formação de historiadores: narrativas de professores cearenses

Abstract

In recent years, policies for higher education and teacher training have undergone significant changes in the Brazilian educational scenario. In this sense, the Coordination for the Improvement of Higher Education Personnel (CAPES) has been responsible for promoting, stimulating, evaluating and monitoring Brazilian postgraduate courses for over 40 years. Thus, we aim to understand what role a postgraduate education course plays in the work of the history teacher of basic education. As a methodology, we used bibliographic research, fieldwork and interviews with 4 (four) history teachers from Ceará's basic education network who are masters or doctors in education. As primary sources we use ordinances, laws and documents from Capes that deal with postgraduate studies. From the aforementioned references, we built a discussion on the formation of history teachers, policies for higher education, research and graduate studies. Through the interviews conducted, we found that not only postgraduate programs have a fundamental role for teachers, but it is a space for reflection and professional growth for them. We also found that public policies for teacher education are distant from the university, even though teachers have graduated from them. The knowledge constituted in the experience within the programs proves to be fundamental, since all teachers are acting in a very solid way in their areas of expertise. In this way, we consider that the work allowed the exploration of a still new facet in research on CAPES training policy by analyzing what their influence was on the training and teaching practice of history teachers. This work was carried out with the support of the Coordination for the Improvement of Higher Education Personnel - Brazil (CAPES) - Financing Code 001.