CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Essa pesquisa investigou se os professores de HistÃria sÃo intelectuais orgÃnicos na atualidade. Para alcanÃar os objetivos almejados, abordei a categoria de intelectual orgÃnico de acordo com o pensamento de AntÃnio Gramsci (1988). TambÃm refleti sobre a fala dos docentes e sua relaÃÃo com a escola, a formaÃÃo e a prÃxis. Por fim, identifiquei caracterÃsticas de intelectuais orgÃnicos nos relatos e nas aÃÃes dos docentes investigados. As obras de Gramsci (1988), Freire (2000), Tardif (2002), Monteiro (2007) e ImbernÃn (2009) compÃem a base teÃrica dessa pesquisa. A etnometodologia, que segundo Coulon (1995), à mÃtodo que busca interpretar as aÃÃes cotidianas atravÃs das falas e da racionalidade discursiva dos sujeitos, inspirou essa investigaÃÃo. Nesse sentido, a anÃlise de dados se deu a partir do relatÃrio de observaÃÃo sobre a prÃtica docente e das entrevistas que foram realizadas com alguns profissionais da Escola de Ensino MÃdio Adauto Bezerra, no caso, cinco professores efetivos de HistÃria que possuem mais de dez anos de experiÃncia na docÃncia. A escolha do lÃcus da pesquisa foi motivada devido ao seu destaque dentre as escolas pÃblicas de Fortaleza no ingresso de estudantes no ensino superior, seu histÃrico de experiÃncias democrÃticas e por ser a escola onde concluà meu ensino mÃdio. Percebi que ensinar HistÃria para os professores investigados à muito mais do que reproduzir conteÃdo, para eles a funÃÃo social e polÃtica do ofÃcio docente à contribuir para que os estudantes se reconheÃam como sujeitos ativos na sociedade. Desse modo, os intelectuais orgÃnicos colaboram para a formaÃÃo de indivÃduos capazes de tomar decisÃes importantes para que sejam cidadÃos conscientes de suas responsabilidades e compromissos sociais e polÃticos.

Diese Untersuchung behandelt innerhalb der generellen Entwicklungsgeschichte des Geschichtsunterrichtes im 19. Jahrhundert einen engen zeitlichen und regionalen Ausschnitt sächsischer Gymnasialgeschichte und untersucht die Bildung von Traditionen im höheren Bildungswesen. Unter dieser mikrohistorischen Perspektive werden einige Bedingungs- und Entscheidungsfelder für den Geschichtsunterricht an sächsischen Gymnasien von 1831-1866 herausgearbeitet. Es wird versucht, den alltäglichen, praxisgetriebenen Kontextrahmen des Geschichtsunterrichtes an den Gymnasien zu beleuchten. Im Fokus der Erörterung steht der erste Lehrplan für den Geschichtsunterricht an sächsischen Gymnasien aus dem Jahr 1845. Dessen Genese als Verwaltungsakt wird im Kontext der sächsischen Gymnasialreformen im Vormärz im Detail transparent gemacht. So werden die vorangehende Ausgangssituation, der fachdidaktische Kontext und die bildungspolitischen Aspekte kurz umrissen. Daneben werden die handelnden Personen untersucht und die anschließende Wirksamkeit des Lehrplanerlasses an den Gymnasien überprüft. Für die Schulen stellte sich der Auftrag zur Realisierung des Lehrplanes vor allem als Ressourcenproblem. Unter diesem Aspekt wird das Thema der Professionalisierung der sächsischen Geschichtslehrer im Untersuchungszeitraum diskutiert.

The presented study finds its relevance in the issue that history teachers face countless choices when planning their teaching about the European periodization. The study aimed to investigate what teachers choose to teach about in the European periodization, what processes of change and elaboration teachers choose to teach about, how the choices teachers make differ in the history courses 1a1 and 1b, and how teachers’ reason about and motivate the choices they make. This was examined through qualitative interviews with four history teachers who teach/taught in the history courses 1a1 and 1b at the upper secondary school. The analysis was based on these three functions of education: socialisation, subjectification, and qualification. Furthermore, the study aimed to analyze how the functions correlated with the teachers' reasoning about what they choose to teach regarding the European periodization to demonstrate what function the teachers' reasoning had for the students. One overarching conclusion drawn from the study is that when teaching about the European periodization, teachers choose to teach about processes of change and elaboration that clarifies to students why the world function as it does today. Teachers choose to teach about processes of change and elaboration that they believe are interesting for the students and not things they themselves are interested in. The choices teachers make in history 1a1 and history 1b differ in that there are fewer elaboration aspects and more overview in history 1a1 than in history 1b, which may result in the history teaching in history 1a1 being somewhat deficient.

No description available.

This study intends to examine on how teachers relate to digital games as a teaching method in the subject of history. In the study, five history teachers were interviewed with the aim of getting answers on the extent to which history teachers use digital games, what opportunities and difficulties they see with digital games in history teaching and whether one can benefit from digital games to increase students' history awareness. According to the results, there are many similarities with the previous research, especially when it comes to disadvantages. The respondents mainly mention the lack of time and knowledge about digital games. Just like research, they mention that larger commercial games are not adapted to be implemented in history teaching but are created as leisure activities and for entertainment. Smaller digital games such as Kahoot are used today with the argument that they are easier and do not need very long planning time. However, there are exceptions in the informants' answers, where a history teacher has used the commercial game Assasins´s Creed, but not for the purpose of the students playing the game. Instead, the teacher has used the game because of its richness of detail, as the teacher believes that this story game is in many cases a better contrast to reality than most documentaries and feature films. It also, according to this respondent, creates a clearer historical awareness among the students. The interviewees all agreed that if a history game is to be applied in today's history teaching, a certified material is required, as well as game-developers who create history games linked to the national curriculum.

Diese Untersuchung behandelt innerhalb der generellen Entwicklungsgeschichte des Geschichtsunterrichtes im 19. Jahrhundert einen engen zeitlichen und regionalen Ausschnitt sächsischer Gymnasialgeschichte und untersucht die Bildung von Traditionen im höheren Bildungswesen. Unter dieser mikrohistorischen Perspektive werden einige Bedingungs- und Entscheidungsfelder für den Geschichtsunterricht an sächsischen Gymnasien von 1831-1866 herausgearbeitet. Es wird versucht, den alltäglichen, praxisgetriebenen Kontextrahmen des Geschichtsunterrichtes an den Gymnasien zu beleuchten. Im Fokus der Erörterung steht der erste Lehrplan für den Geschichtsunterricht an sächsischen Gymnasien aus dem Jahr 1845. Dessen Genese als Verwaltungsakt wird im Kontext der sächsischen Gymnasialreformen im Vormärz im Detail transparent gemacht. So werden die vorangehende Ausgangssituation, der fachdidaktische Kontext und die bildungspolitischen Aspekte kurz umrissen. Daneben werden die handelnden Personen untersucht und die anschließende Wirksamkeit des Lehrplanerlasses an den Gymnasien überprüft. Für die Schulen stellte sich der Auftrag zur Realisierung des Lehrplanes vor allem als Ressourcenproblem. Unter diesem Aspekt wird das Thema der Professionalisierung der sächsischen Geschichtslehrer im Untersuchungszeitraum diskutiert.

"FORMAÇÃO DO PROFESSOR E O ENSINO DE HISTÓRIA: Espaços e Dimensoes de Práticas Educativas" tem como objetivo central acompanhar a trajetória formativa do profissional do ensino de História. Entendendo que a formação do profissional ocorre em diversos espaços e dimensões da vida do sujeito em questão, a pesquisa buscou acompanhar esses diferentes aspectos. Dessa forma, debruçou um olhar sobre cursos universitários de História (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) e alguns espaços de formação continuada tais como cursos de pós-graduação em Educação (especialização, mestrado, doutorado) e atividades oferecidas pelos Centros de Formação das Secretarias Municipal e Estadual de Educação (CAPE e CERP, respectivamente). Além de levantamento bibliográfico e documentação institucional (histórico, projetos curriculares; publicações; regime de trabalho e titulação do corpo docente; programações; sistema de avaliação) foram fontes as entrevistas com coordenadores, professores e ex-alunos dos cursos, assim como a análise de questionários aplicados a alunos no início e término dos cursos de História. O recorte espacial para tal pesquisa foi a cidade de Belo Horizonte e o recorte temporal privilegiado o período compreendido desde os anos 80 do século passado até os dias de hoje. / The main purpose of Teacher's education and the teaching of history: spaces and dimensions of educational practices is to investigate the educational experience of student teachers of history. Assuming that professional education accurs in many diferent spaces and dimensions of a person's life, this research attempted to understand these different aspects. Thus, it focused on graduation courses of history (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) and some spaces of continuing professional education such as post-graduation courses in education (specialization, master’s degree and doctor's degree) and activities offered by Professional Development Centers of local and state Departments of Education (CAPE and CERP, respectively). Besides bibliographical and institutional documentation survey (historical, curricular projects, publications, work regulation, teachers' titles, programs, evaluation system), interviews with coordinators, professors and former pupils have been used as sources of data, as well as analysis of questionnaires applied to students who are beginning and ending their history courses. This research took place in Belo Horizonte and the period of time considered extends from the 80's up to the present.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-08-21T14:10:06Z No. of bitstreams: 1 DENILDA CAETANO DE FARIA.pdf: 2166260 bytes, checksum: 2e5260ce316efcbd34de8be97f7a0969 (MD5) / Made available in DSpace on 2017-08-21T14:10:06Z (GMT). No. of bitstreams: 1 DENILDA CAETANO DE FARIA.pdf: 2166260 bytes, checksum: 2e5260ce316efcbd34de8be97f7a0969 (MD5) Previous issue date: 2017-08-03 / The research brings narratives and reflections about the challenges and the possibilities of teaching and learning, considering the performance of teachers in distance courses of the UFT, in the ambit of UAB, in Arraias and Gurupi, in the State of Tocantins, between 2006 and 2016 The main objective is to understand the knowledge and habitus derived from the experiences of teachers in undergraduate courses in Biology, Chemistry, Physics and Mathematics at UFT/UAB. The specific objectives are to know the motivations that led them to the performance of teachers at a distance, to identify the teacher training with their experiences in the career and to reveal knowledge and habitus in the idea of knowing how to do and know how to be in the educational practice. In order to do so, theoretical studies, training studies and teacher knowledge were used, with emphasis on the knowledge and habitus constructed and mobilized in the teaching of Higher Education at a distance. The methodology is based on the predominantly qualitative approach, added to the contribution of oral history presuppositions. The data collection shows the set of documentary sources and interviews of 22 teachers working in the online education modality, initially offered to Basic Education teachers, of the public network, most of them without a higher education. The study shows that teachers, when taking a retrospective of their personal and professional life trajectories, point out different motivating elements for the educational activity, such as: the influence of family and friends, the opportunity of extra income and new experiences, The social value of the democratization of higher education offered at a distance and the identification with the activity. The experience with face-to-face teaching provides the relation of knowledge in EaD. However, continuous training is important, with the need for mastery of ICTs, planning and time management, the ability to work as a team and in interaction with students in AVA, shaping knowledge exchange in polyteaching. This reveals that the educational practice is able to mobilize knowledge in the performance of the teaching role. The habitus of teachers interacting with each other and with the students is manifested. Thus, the challenges are always discussed between “polidocência”, promoting possibilities of knowledge, to the use of ICTs with the enhancement of educational interfaces access to Higher Education at a distance. / A pesquisa traz narrativas e reflexões sobre os desafios e as possibilidades de ensinar e aprender, considerando a atuação de professores em cursos de licenciaturas a distância da UFT, no âmbito da UAB, em Arraias e Gurupi, no Estado do Tocantins, entre 2006 e 2016. O objetivo principal é compreender os saberes e os habitus advindos das experiências dos docentes em cursos de licenciaturas da EaD em Biologia, Química, Física e Matemática da UFT/UAB. Os objetivos específicos são conhecer as motivações que os levaram à atuação do professorado a distância, identificar a formação dos professores com suas experiências vivenciadas na carreira e revelar saberes e habitus na ideia de saber fazer e saber ser na prática educativa. Para tanto, foram utilizados como referenciais teóricos estudos sobre formação e saberes docentes, com ênfase nos conhecimentos e no habitus, construídos e mobilizados na docência do Ensino Superior a distância. A metodologia pauta-se na abordagem predominantemente qualitativa, agregada à contribuição dos pressupostos da história oral. A coleta dos dados mostra o conjunto de fontes documentais e de entrevistas de 22 docentes atuantes na modalidade da Educação online, ofertada, inicialmente, para professores da Educação Básica, da rede pública, sendo a maioria sem formação superior. O estudo constata que os docentes, ao fazerem uma retrospectiva de suas trajetórias de vida pessoal e profissional, apontam diferentes elementos motivadores para a atuação educacional, tais como: a influência de familiares e amigos, a oportunidade de uma renda extra e de novas experiências, o valor social da democratização da educação superior ofertada a distância e a identificação com a atividade. A experiência com o ensino presencial proporciona a relação de conhecimentos na EaD. Contudo, a formação contínua é importante, havendo a necessidade de domínio das TICs, de planejamento e gestão do tempo, de capacidade de trabalhar em equipe e em interação com os alunos no AVA, configurando troca de saberes na polidocência. Isso revela que a prática educacional é capaz de mobilizar conhecimentos no desempenho do papel da docência. São manifestados os habitus dos professores em interação uns com outros e com os alunos. Assim, os desafios são sempre discutidos entre a polidocência, promovendo possibilidades de trocas de saberes, na utilização crítica das TICs e na valorização das interfaces educacionais pelo acesso ao Ensino Superior a distância.

This thesis is of a historical character. It is methodologically based on historical comparative analysis, analysis of sources and methods of oral history. The diploma thesis deals with the study of ordinary life of primary schools teachers in Czechoslovakia between 1948-1989. It uses studies and analysis of texts based on legislative sources, characteristics of school teacher's everyday life in professional and teacher magazines and other professional literature. Memories of witnesses who immediately experienced the period between 1948-1989 and worked in primary schools at that time are used. These memories will be confronted with the facts obtained by studying printed sources. The thesis consists of two parts - theoretical and practical. In the theoretical part, the thesis deals with the historical context of the time, describes the school itself and the teachers at school during socialism. The way it used to be at schools and what the teacher's job was. The theoretical part describes for example school laws, communist education, school regulations, curricula. In the practical part, the oral method is used to talk with teachers - witnesses. It discovers opinions, attitudes and experience of teachers. It also deals with the comparison of the facts obtained from professional literature and the...

"FORMAÇÃO DO PROFESSOR E O ENSINO DE HISTÓRIA: Espaços e Dimensoes de Práticas Educativas" tem como objetivo central acompanhar a trajetória formativa do profissional do ensino de História. Entendendo que a formação do profissional ocorre em diversos espaços e dimensões da vida do sujeito em questão, a pesquisa buscou acompanhar esses diferentes aspectos. Dessa forma, debruçou um olhar sobre cursos universitários de História (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) e alguns espaços de formação continuada tais como cursos de pós-graduação em Educação (especialização, mestrado, doutorado) e atividades oferecidas pelos Centros de Formação das Secretarias Municipal e Estadual de Educação (CAPE e CERP, respectivamente). Além de levantamento bibliográfico e documentação institucional (histórico, projetos curriculares; publicações; regime de trabalho e titulação do corpo docente; programações; sistema de avaliação) foram fontes as entrevistas com coordenadores, professores e ex-alunos dos cursos, assim como a análise de questionários aplicados a alunos no início e término dos cursos de História. O recorte espacial para tal pesquisa foi a cidade de Belo Horizonte e o recorte temporal privilegiado o período compreendido desde os anos 80 do século passado até os dias de hoje. / The main purpose of Teacher's education and the teaching of history: spaces and dimensions of educational practices is to investigate the educational experience of student teachers of history. Assuming that professional education accurs in many diferent spaces and dimensions of a person's life, this research attempted to understand these different aspects. Thus, it focused on graduation courses of history (FAFICH/UFMG; PUC Minas; UNICENTRO Newton Paiva e UNI-BH) and some spaces of continuing professional education such as post-graduation courses in education (specialization, master’s degree and doctor's degree) and activities offered by Professional Development Centers of local and state Departments of Education (CAPE and CERP, respectively). Besides bibliographical and institutional documentation survey (historical, curricular projects, publications, work regulation, teachers' titles, programs, evaluation system), interviews with coordinators, professors and former pupils have been used as sources of data, as well as analysis of questionnaires applied to students who are beginning and ending their history courses. This research took place in Belo Horizonte and the period of time considered extends from the 80's up to the present.