História, memória e educação: uma análise das contribuições do curso de História da UFU para a formação do professor/ pesquisador

• Ano de defesa: 2000
• Autor(a) principal: Gomes, Aguinaldo Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Curso de História; Formação de professores de História; Bacharelado; Ensino; Licenciatura; Pesquisa; CNPQ::CIENCIAS HUMANAS::EDUCACAO; História - Estudo e ensino; Professores - Formação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29949; http://doi.org/10.14393/ufu.di.2000.48

In this work, we seek to analyze the curricular proposals of the History Course, with the objective of reflecting on its proposal for the formation of History teachers, especially with regard to the relationship between Bachelor / Degree and Teaching / Research. Initially, we discussed the methodological assumptions of the work, showing the possibilities of using Oral History and trying to highlight the potential and contributions that the oral source can bring to educational research. We made a history of the process of formation and consolidation of the Federal University of Uberlândia, showing how this institution fits into a broader political context, which is that of the formation of the city itself, and also its troubled structure, which greatly influenced its academic and political organization. We present a historiographic balance about the works that debate the process of curricular restructuring that took place in the 1980s in São Paulo and Minas Gerais. We analyzed the speeches of the interviewees (Coordinators, professors licensed by the UFU history course), to see if they consider that the objectives of training the teacher / researcher, which are present in the curriculum proposal of the History Course, were achieved or not. We also seek to show how the changes made in the UFU history course in 1987 were clearly related to the curricular reform that took place in Brazil in the 1980s.