Pesquisa e formação reflexiva no curso de História: estudo sobre o ensinar na universidade. / Research training and reflective in the course of history: a study about teaching in the university.

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

30/08/2010

RESUMO

It approaches the place that teaching and researching relation into the reflective formation of academic students of History studies take at the State University of Ceara, campus of Fortaleza. The proposal aimed to understand how the linkage research-teaching in the History studies contributes to the development of reflective capacity of the training students. It sought specifically to characterize the pedagogical practices of all teachers of the History studies, as well as its relation to the development of reflective capacity of their students; to understand the difficulties experienced by the teachers of the History studies at the University in relation to the reflective capacity of the undergraduates; to identify practices which the academic teachers consider to support the reflective capacity of the training students of the History studies, and to reflect on the outlooks and challenges of integrating research and teaching in order to achieve the reference of the reflexivity in teacher education. The examination of this issue has a contribution to the sociological approach of ethnomethodology, as aimed to produce an established analysis of teaching at the History studies from the perspective of a College Professor. For this, was used an explicit interview as well as classroom observation as data collection procedures. The findings of this incursion showed the growth in the number of IES and university teachers in the country in recent decades, and the new demands placed on the College Professor to create a new professional profile. In the specific case of the History studies these changes are countersigned by the National Curriculum Guidelines which lead its reformulation in the context of the undergraduate level. The document signalizes to the expansion of the profile of a new professional of History, emphasizing the training of a historian in detriment of a History teacher. This perspective has directed the formation of the graduating students of the History studies at the State University (UECE), Fortaleza, defined exclusively as a Bachelor degree, as it is registered in the pedagogical project and at the teachers speeches. The concern with the research training is present in the speech and practices of teaching observed and focused on historical research. The process of teaching and learning as a focus of this learning, as recommended by the National Curriculum Guidelines for Training of Teachers of the Basic Education, is considered secondary, almost non-existent. The theoretical training of the students has been highlighted by the academic teachers involved in the study as an element which promotes a reflective capacity of the students, reason why they use teaching strategies such as studying texts (readings), discussion, review of historical documents and Seminars. Such evidences point to the fact that the teachers surveyed tend to priorize the training of a historian in detriment of the training of a teacher of History. Although coherent with the view that the History studies is now training their students, this position does not seem compatible with the fact that the teaching profession in Brazil is still the main field of work for this professional to be.

ASSUNTO(S)

ensino pesquisa docência universitária formação reflexiva educacao education research university teaching training reflective

ACESSO AO ARTIGO

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