Ensinar/aprender a gostar de história: saberes docentes e construção do conhecimento histórico escolar com professores de Arez-RN

Abstract

This dissertation aims to analyze the relevant knowledge in countryside History teachers practice in high school and understand how these teachers themselves construct school knowledge in History, from the mobilization of different knowledge that make up teaching practice. Tree teachers from State Jacumauma High School and the researcher himself worked together in order to carry out this survey. The main theoretical-methodological elements of this research are based on assumptions of a qualitative research in cooperation. This approach was used to make possible to construct knowledge between teachers and researcher considering a less oppressive relationship as well as to help a continuous school upbringing of the individuals what can make them to understand the professional practice as an aspect in which one can exercise autonomy and criticism. The empirical research procedures were oral individual interviews, reflexive sessions and cooperative observations. Individuals speeches have presented, in some moments, teachers concerns about the educational fragmented system in which there are few opportunities to dialogic interactions among educationalists making still more difficult the dialog between school and reality surrounds it. Their assertions pointed out that relevant knowledge can be identified during the daily educational work and that they find proper reasons from the aim that each knowledge exerts in relation to the construction of professional practice. Classroom connections points out to more intense interactions between teachers and students, by recognizing affection as an important tool in order to make the interactions not so authoritarian at all. Regarding the countryside teachers understanding, the school knowledge in History is produced by sharing concerns and senses assigned by the individuals who are involved in the teaching-learning process. The referential science knowledge pervade History teaching, however they take another meaning according to specific features of the school environment. The intense and complex dynamic of the educational context makes that historical knowledge acquires specific characteristics that are constantly changing. As they change, there are some marks of elaborations and re-elaborations not only the new but also the traditional