O processo formativo de docentes e o ensino de História durante o programa São Paulo Faz Escola (2008-2019)

• Ano de defesa: 2020
• Autor(a) principal: Grandini, Guilherme Ferraz
• Orientador(a): Ciampi, Helenice
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: História - Estudo e ensino; Professores - Formação profissional; Programa São Paulo Faz Escola
• Palavras-chave em Inglês: History - Study and teaching; Teachers - Occupational training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/23410

The present research aims to identify the relations between the History academic formation and the practical teaching of teachers in the state education network of São Paulo. The History professionals‘ formation have an experience with this field of knowledge learnt in graduation combined with his/her experiences of life, values and conceptions as well the institution‘s belief where they work. The methodological option is for the Thematic Oral History that looks for an investigation about the meaning and connections that are attributed to their academic process and their practical teaching in the state education network of São Paulo by the teacher‘s own perspectives. A temporal cut goes from 2008, the year of the implementation of the curricular proposal of the state of São Paulo, São Paulo Faz Escola, to 2019, the beginning of this paper. The current research is based on the authors: (1992) NÓVOA, António discussing the concept of teaching practice; (2002) TARDIF, Maurice, bringing the debate about the teacher‘s knowledge, (2006) FRAGO VIÑAO highlighting the discussions about school culture and (1995) GOODSON Ivor referring to the understanding about the curriculum and the discussions about the formation of History teachers based on the studies of (2008 and 2018)BITTENCOURT, (2009) CIAMPI and (2011) MONTEIRO and PENNA. The Thematic Oral History and the memory brings the seal of (2005) ALBERTI, Verena, (2002) S B MEIHY, José Carlos, (2003) Le GOFF and (2001 and 2002) SEIXAS, Jacy. The results of this research points out to a relevant distance of the teachers interviewed in relation to the policies imposed in the program São Paulo Fazer Escola, being more intense to those teachers who had their academic formation process during the 2000s