Formação de professores/as de História e multiculturalismo: experiências, saberes e práticas de formadores/as

• Ano de defesa: 2004
• Autor(a) principal: Couto, Regina Célia do
• 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: Formação docente; Ensino de História; Multiculturalismo; Instruction education; History teaching; Multiculturalism; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Professores de história; Professores - Formação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/30348; http://doi.org/10.14393/ufu.di.2004.74

This investigation aim to understand the relations among the teaching of History, formation of teaching staff, and multiculturalism. The main questions from this research is the following: Do the professors of the History Courses prepare “in the” and “to” one multiculturalism perspective? With an objective to understand the relations among formation of professors, the teaching of history, and multiculturalism we did many analysis in the official documents (National Curricular Guidelines of the Courses of History, National Guidelines Curricular for the formation of Teachers of the Basic Education, in Courses of Superior Levei, Course of Degree, of Full Graduation; National Curricular Parameters of History for the Fundamental Teaching and Cultural Plurality - transversal themes) and oral interviews with some history professors who are preparing and forming new teachers in History in the following Federal teaching institutions as: Federal University of Uberlândia (UFU/MG/BRAZIL); Federal University of Minas Gerais State (UFMG/MG/BRAZIL). In the first chapter, we analysis the referencies multiculturalist explícit and implicit in all documents above mention. In the second chapter, we registreted and discussed the conceptions of the interviewed professors about the multiculturalism questions in the formation and in the history teaching. In the third chapter, we match all knowledges, practices and identities of all teaching staff built and rebuilt through the graduation history course. We established in this investigation a dialogue between the official documentation and educators voices history through oral thematics interviews. We produced an unveil of how the multiculturalism questions were perceived and experienced by the social subjects from the research, how these questions were broaching by the official documents and the relations with the formation process of professors, the knowledges and the pratices of the History teaching in the context of the school education. Key-words: , and .