Professores ou Historiadores? O dilema da formação docente nos cursos de licenciatura em História de Cachoeiro de Itapemirim - ES

Abstract

In reflecting on the dilemma between the specific and pedagogical knowledge in the training of history teachers, this dissertation seeks to understand what is the understanding of teachers who graduated in History, in institutions that offered and still offer the course in a classroom model, located in Cachoeiro de Itapemirim, Espírito Santo, regarding the presence of pedagogical training during their initial training. Thus, this dissertation has as its general objective to investigate the understanding of teachers who graduated in History, in institutions located in Cachoeiro de Itapemirim, about the presence of didactic and pedagogical aspects in their initial training. As specific objectives were listed: a) to analyze the curricular matrices of the courses, articulating them with the national guidelines; b) to investigate the understanding of the teachers about the didactic-pedagogical dimension in the process of initial formation and the relation of this formation to the exercise in Basic Education; c) to understand how the teachers conceive the dichotomy theory/practice; d) to identify possibilities of inserting specific and pedagogical knowledge in the initial formation, based on the suggestions of the participants. As main theoretical inspirations we used Benjamin (1994), Ricoeur (1997), Fonseca (2010) and Caimi (2015). In the methodology of the work, Narrative, based on the contributions of Benjamin (1994), was used as a means to listen to what the teachers had to say, and also for the analysis and interpretation of the reports. Based on the teachers' narratives we identified that they presented diverse conceptions about the pedagogical dimension present in their initial training. For some, pedagogical knowledge seemed boring and/or unnecessary, for others, there was still a lack of understanding about its importance, and there were those who already during their undergraduate studies saw pedagogical knowledge as essential for their professional performance. Despite the differences, we noticed that the contact with the school through internships, teacher initiation programs, and the insertion in the labor market made it possible for teachers who did not understand the importance of pedagogical knowledge to understand it, and contributed to the maturing of the pedagogical conceptions of those who already appreciated this dimension during their initial training. Through the analysis of the pedagogical projects of the courses investigated and the narrative of our participants, we also noticed that the new guidelines made it possible that from 2002 on, pedagogical training conquered a little more space in the training of history teachers in Cachoeiro de Itapemirim, which is evident in the differences of space occupied by the pedagogical dimension in the courses of the FAFI and the CUSC. Even so, it was possible to identify the permanence of the dichotomy between the specific and pedagogical knowledge, even if in a subtle way, in legislation, curricular matrices and attitudes, whether of teachers or students.