This essay is a qualitative study that examines how history teachers work in the multicultural classroom while focusing on the identity positions ethnicity, gender, sexuality and social class. The study is based on question statements regarding how teachers work to include identity affiliations in the multicultural classroom, but also what challenges and opportunities there are with teaching history in the multicultural classroom. The interviews show that the teachers use the identity positions they perceive to see in the classroom, both planned and through spontaneous connections. The results also show that what identity positions the teachers perceive to be relevant affect which perspectives are included in their teaching of history. Because teaching differs between educators, the study shows that teachers need help dealing with the intersectional perspective.

published_or_final_version / Education / Master / Master of Education

Made available in DSpace on 2017-07-21T20:31:23Z (GMT). No. of bitstreams: 1 Angela Ribeiro Ferreira.pdf: 1987503 bytes, checksum: d2e14f05d0c1203592d4f12f908b7b0b (MD5) Previous issue date: 2015-03-20 / The "practice as a curricular component" in the training of history teachers in Brazil is the object of this thesis. The data used are the Pedagogical Projects in History Course Degree of federal and state Brazilian universities and the testimony of history teachers trainers involved in the curriculum change in their courses and / or implementation of new curriculum. The analysis is done from the perspective of comparative education with the support of content analysis. The general objective was to analyze comparatively the impact of the mandatory of practicing as a curricular component in undergraduate courses of History in Brazil. To do so, we sought to: identify and compare the design of degree, the conceptions of history and history teaching, curriculum concepts that guide the pedagogical projects; check for peculiarities in interpretation of the law of teaching practice expanding; discern which guidelines have most influenced the definition of the curriculum of each course if it has been The National Guidelines of History or the Teacher Training Guidelines. Data analysis involved discussions on curriculum from the perspective of the critical theory, theory and practice relation, and formation of history teachers, history teaching and comparative education. In the analysis of the sources we have found courses organized mostly within the quadripartite model of General History (Ancient, Medieval, Modern and Contemporary History), courses focused on the social function of historical knowledge and the indivisibility between teaching and research. We identified different models of organization for the 400 hours of teaching practice. We call it model of Specialized Responsibility when the practice occurs in the form of specific disciplines of history teaching with different denominations and summaries. The Model of Shared Responsibility describes the 400 hours of practice diluted across the curriculum framework or just across the historical content disciplines. The model of non-responsibility of the historian with the teaching designates the allocation of educational and historical research disciplines as practice workload, denying specificity to curricular component. In the first model, the summaries are very varied handling many possible topics for the history teaching: what to teach, how to teach, knowledge production, official documents, teaching materials, teaching profession, media and teaching history. In the interviews it was possible to identify historical and political factors prior to reformulations, as well as internal disputes and negotiated consensus in the production of curriculum and the difficulties in the implementation of Practice as a Curricular Component. Among the difficulties are the lack of trained professors graduated in area of teaching, non-recognition of teaching history as part of the history field, devaluation of the teaching area within the course, the non-participation of the teaching area professors in the process of definition of the curriculum . / A “prática como componente curricular” na formação dos professores de História no Brasil é o objeto desta tese. Os dados utilizados são os Projetos Pedagógicos de Curso Licenciatura em História das universidades federais e estaduais brasileiras e os depoimentos de formadores de professores de História envolvidos na mudança curricular em seus cursos e/ou na implantação dos novos currículos. A análise é feita na perspectiva da educação comparada com o apoio da análise de conteúdo. O objetivo geral foi analisar de forma comparativa o impacto da obrigatoriedade de prática como componente curricular nos cursos de licenciatura em História no Brasil. Para isso, buscou-se: identificar e comparar a concepção de licenciatura, as concepções de história e ensino de história, concepções de currículo que norteiam os Projetos Pedagógicos; verificar a existência de particularidades na interpretação da lei da ampliação da prática de ensino; discernir quais orientações influenciaram mais a definição dos currículos de cada curso, se Diretrizes Nacionais de História ou as Diretrizes de Formação de Professores. A análise dos dados envolveu as discussões sobre currículo na perspectiva da teoria crítica, relação teoria e prática, formação de professores de História, didática da história e educação comparada. Na análise das fontes encontramos cursos organizados majoritariamente dentro do modelo quadripartite da História Geral (História Antiga, Medieval, Moderna e Contemporânea), cursos preocupados com a função social do conhecimento histórico e com a indissociabilidade entre ensino e pesquisa. Identificamos diferentes modelos de organização das 400 horas de prática de ensino. Denominamos Modelo da Responsabilidade Especializada quando a prática ocorre em forma de disciplinas específicas de ensino de história com distintas denominações e ementas. O Modelo da Responsabilidade Partilhada descreve as 400 horas de prática diluídas em toda a grade ou apenas nas disciplinas de conteúdo histórico. O Modelo da não responsabilidade do historiador com o ensino designa a alocação das disciplinas pedagógicas e de pesquisa histórica como carga horária de prática, negando especificidade ao componente curricular. No caso do primeiro modelo, as ementas são muito variadas tratando de vários temas possíveis para o ensino de história: o que ensinar, como ensinar, produção do conhecimento, documentos oficiais, materiais didáticos, profissão docente, mídias e ensino de história. Nas entrevistas identificaram-se fatores históricos e políticos anteriores às reformulações bem como disputas internas e consensos negociados na produção do currículo e as dificuldades na implantação da Prática como Componente Curricular. Entre as dificuldades estão a falta de professores com formação na área de ensino, não reconhecimento da didática da história como parte do campo da história, desvalorização da área de ensino dentro do curso, a não participação dos professores da área de ensino na definição do currículo.

Teachers are considered by most policymakers and school change experts to be the centerpiece of educational change. Therefore, it is not surprising that many current educational reform efforts in South Africa are directed at teachers and their involvement in educational reform is seen as critical. Reforms must address the core processes of teaching and learning if they are to markedly change what happens in schools. Yet teachers respond to educational reforms in a variety of ways: some teachers push or sustain reform efforts, whereas others resist or actively subvert them. The question of addressing curriculum change in our schools has recently become a matter of contention. Teachers are finding it difficult to adjust to the changing educational policies that seek to coerce teachers into addressing curriculum change in their classrooms. In response to the changes in educational policy in the new dispensation, the teaching of history, a subject that had already experienced numerous transformations in the past, was once again faced with the challenges of a renewed curriculum framework. This study aims to capture the complexities and contradictions that are associated with a transforming educational system. More specifically it interogates the question of how history teachers see themselves within this transformation process and the impact that it has on their identities to curriculum change. Identity formation theories were used as a lens to understand the various forces that influence the identities of teachers. A number of theories were examined in order to unfold identity development from various approaches to allow for a more holistic understanding of a teacher's life career. The main question that guided this investigation was how history teachers construct their identities within the context of curriculum change. In attempting to unpack the messiness of the curriculum transformation process and at the same time to capture how history teachers are negotiating their roles and identities in post -apartheid South Africa, this research study employed a qualitative method of data collection based on a life history research tradition. The richness of information that was obtained from lengthy, open-ended interviews with six history teachers from the Kwasanti circuit, provided a sound platform on which to respond to the critical questions of the study. The data was collated to develop narrative stories with the intention of understanding teacher thinking and experiences within a broad social and historical context. The wealth of information provided by the interviews enabled the researcher to examine how these teachers were constructing their identities within the context of curriculum change. An analysis of the findings indicated that the conceptions that history teachers have about the changing curriculum are influenced by their past experiences. The study revealed that some of the major forces of influence that shaped the teachers' understanding of the changing curriculum were pragmatic and educational. Teachers come with many realities into the profession often reconstructing and creating their context based on past experiences and perceptions. Evidence from the data reveals that the plethora of policy initiatives seeking educational transformation in South Africa are to a large degree not congruent with existing teachers' beliefs . Teachers have to redefine and renegotiate their roles and identities, which is problematic because they come embedded with experiences gleaned during the apartheid era. The study concludes with a synthesis of the findings and it makes recommendations for addressing the present needs of history teachers in South Africa. The reconceptualisation of education through new policy initiatives has to refocus and look more closely at teachers' understanding of their day-to-day realities in the work environment. Teachers need to 'own' the process of change, and reform efforts need to be grounded in an understanding of teachers' professional lives and development. Teachers must see themselves as experts in the dynamics of change. To become experts in the dynamics of change, teachers must become skilled change agents. / Theses (Ph.D.) - University of KwaZulu-Natal, Durban, 2005.

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Orientador: Vera Lucia Sabongi De Rossi / Acompanha 1 CD-ROM / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T04:07:06Z (GMT). No. of bitstreams: 1 Pompeu_CarlosAlexandre_M.pdf: 7010289 bytes, checksum: ca9d04f780c457288e7dd5771c447195 (MD5) Previous issue date: 2005 / Resumo: Neste estudo foi realizada uma análise histórico-sociológica do Programa de Educação Continuada (PEC) implementado pela Secretaria de Estado da Educação de São Paulo (SEE-SP), entre os anos de 1996 e1998, no que se refere às suas relações com a formação continuada dos professores de História do ensino fundamental da rede pública estadual. Esta análise foi centrada nas ações de capacitação promovidas pela Escola da Vila nas delegacias de ensino de cidades da região da Grande São Paulo. Os principais objetivos deste trabalho foram: 1) analisar a relação entre as instituições públicas e privadas na implementação de políticas públicas sociais na área da educação, especificamente quanto à educação continuada; 2) analisar o processo de concepção, implementação e avaliação do PEC em relação às peculiaridades da capacitação dos professores de História e 3) fazer um levantamento e disponibilizar fontes documentais, em sua maior parte inéditas, para estudiosos e pesquisadores da área. A base documental deste trabalho é oriunda da SEE-SP, do Centro de Estudos da Escola da Vila (CEEV), da Fundação Carlos Chagas e do Núcleo de Estudos de Política e Gestão da Educação do Programa de Pós-Graduação da Faculdade de Educação da Universidade Federal do Rio Grande do Sul (NEPGE-UFRS). Inicialmente é apresentado um histórico sobre as relações estabelecidas entre as agências financiadoras internacionais e o governo brasileiro entre as décadas de 1940 e 1990. A seguir, são apresentadas e discutidas a concepção, a implementação e a avaliação do PEC feitas pelas instituições avaliadoras e pelos professores capacitandos de História. O PEC,através das ações que buscavam melhorar o desempenho dos professores, corroborou para a transformação da escola por meio da implementação de uma concepção de educação continuada, que passou a atender à lógica das competências. Contudo, a individualização dos processos educativos e a responsabilização individual pelo aprimoramento profissional implementados afastam os professores de sua categoria profissional, do seu coletivo, e das suas organizações contrapondo-se assim a uma qualificação profissional com relação social / Abstract: In this study we have performed an historical-sociological analysis of the Continual Education Program (Programa de Educação Continuada - PEC) implemented by the Secretary of Education from São Paulo State (Secretaria da Educação de São Paulo - SEE-SP), between 1996 and 1998, in regard to its relationships with the continual formation of the History teachers of the public network of elementary education from São Paulo State. This analysis was focused on the actions performed by Escola da Vila in the cities belonging to the region of Grande São Paulo. The main aims of this work were: 1) to analyze the relationship between public and private institutions in the implementation of the public policy in the field of education, specifically in regard to the continual education; 2) to analyze the process of conception, implementation and evaluation of the PEC concerning its particularities in the formation of History teachers and 3) to localize and make available documental resources, most of then unpublished, to researchers in the field. The documental bases of this work come from Escola da Vila Studies Center (Centro de Estudos da Escola da Vila - CEEV), Carlos Chagas Foundation and Center of Studies on Politics and Education Management from the Post-graduation Program of the Faculty of Education from the Federal University of Rio Grande do Sul (NEPGE-UFRS). Initially we presented an historic about the relationships established between the international financial agencies and the Brazilian government between the decades of 1940 and 1990. Next, we present and discuss the conception, implementation and evaluation of the PEC carried out by the evaluation institutions and History teachers. The PEC, by using actions that aimed to improve the teacher's performance, has collaborated to modify the school environment using the concept of continual education, which applies the logical of competences. However, the individualistic educational processes and to make individuals responsible for this own professional development has separated teachers from its professional category, from its collective, and from its collective organizations making difficult a professional qualification committed to the social / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Controversial issues are inevitable in today’s history classrooms and, therefore, history teachers must be able to handle them. Thus, this paper aims to provide knowledge about controversial issues in history teaching. To do this, a systematic review is used to answer which issues history teachers and pupils perceive as controversial, why controversial issues should be taught, which history teachers avoid or teach controversial issues, and how history teachers can go about teaching them. Firstly, the results show that immigration and history teachers and pupils’ backgrounds can make issues controversial. Secondly, the findings highlight that controversial issues should be taught since they can develop democratic values among pupils and foster critical thinking. Thirdly, history teachers teach controversial issues if they are supported, want their pupils to criticize the nation’s past, and value the benefits of such teaching. Contrary, history teachers avoid controversial issues if they aren’t supported, worry that controversial issues can threaten the national image, fear strong reactions from their pupils, and when they doubt their ability to deal with multiple perspectives. Lastly, the results demonstrate that when teaching controversial issues, history teachers should use their own and their pupils’ experiences, allow pupils to express their emotions, and thoroughly explain the connection between past and present. The findings are discussed in relation to theories of use of history, collective memory, teacher agency and, finally, the Swedish national curriculum.

The aim of this paper is to examine the role of digital textbooks in education of history and how teachers’ reason regarding their usability compared to printed textbooks. Prior studies have shown that teachers’ technical know-how and the amount of support they are given in the initial stages of using digital textbooks affect how well the implementation work. Furthermore, the digital format seems to offer a richer learning material as the digital books contain pedagogical functions beside the text. However, they are also more difficult to use than printed textbooks. Six history teachers were interviewed in this study, using a semi-structured interview method. The theoretical framework TPCK was used to manage the empirical data. This framework identifies three different aspects of the digital textbook that need to work properly and cooperate for the digital textbook to be considered an adequate tool for teaching. According to the informants, the way digital books are designed and the way they are navigated makes them difficult to use compared to the printed textbooks. One nameworthy advantage is that the content of digital textbooks can be updated almost instantly, therefore, the publishers can add information concerning contemporary events that are relevant for history education. Both low quality and a need for educational variation explained the low usage of digital textbooks. Only two of the six informants stated that they use the digital textbook as a point of departure in their teaching. Furthermore, many functions of the digital textbook are redundant. They seem designed to constitute the only teaching material a teacher would need; however few teachers are willing to limit themselves to this. The study shows the need for publishers to improve the navigation and overall design of digital textbooks to make them more user friendly. Furthermore, it is important that the publishers provide educational and customer support for the teachers using the digital textbooks to help them get started as it is crucial that the schools’ routines for implementing digital textbooks work properly.

Esta é uma pesquisa que se inscreve nos estudos autobiográficos. Por meio de relatos de sujeitos que construíram sua experiência como professores de História na rede pública estadual, procurou-se investigar dimensões do trabalho docente no Estado de São Paulo. O objetivo é deslindar como os sujeitos percebem a sua existência como professor, constroem a sua identidade, avaliam seu percurso no trabalho docente. Assim, por meio das rememorações, histórias de vida, o que se quer é apreender a historicidade de seu desenvolvimento profissional e, dessa forma, os múltiplos processos que ajudaram a constitui-lo na totalidade dos processos formativos. O texto que ora apresentamos centrou-se na análise em três fatores da prática docente. Em primeiro lugar, descrevemos e analisamos os dilemas da formação inicial, Básica e Superior, um processo de ensino e aprendizagem que foi marcado por práticas docentes fragmentadas, sem inter-relação entre as disciplinas e a falta de um trabalho pautado no diálogo. A seguir, analisamos a trajetória do ensinar História na escola, entrecruzando as falas dos professores entrevistados com documentos oficiais, buscamos discutir as finalidades dessa disciplina escolar, seus métodos de ensino e as controvérsias em torno da idéia de professor \"tradicional\", perspectivas que dicotomizam um ensino \"centrado no aluno\" versus um ensino \"centrado no professor\". Finalmente, analisamos o lócus no qual esses sujeitos exerceram a sua experiência docente: a escola pública estadual. Assim, são discutidas questões relativas às condições de trabalho, a deterioração da escola, o trabalho solitário. Efetuamos também uma discussão acerca da idéia de cidadania por meio da elaboração do projeto político-pedagógico da escola numa perspectiva da cidadania ativa, participativa, na qual os sujeitos que compõem a comunidade escolar possam discutir suas necessidades e as finalidades. Por meio deste estudo concluímos como a escola pública se deteriorou, principalmente, com as \"políticas públicas\" neoliberais, na qual a cidadania é percebida como uma relação de mercado e participação como sinônimo de trabalho voluntário na escola. Dessa forma, ocorre um processo de expulsão de professores da rede pública estadual. / This research concerns autobiographic studies. Based on accounts made by subjects who have built their experience as History teachers of state public schools, it seeks to investigate different dimensions of the teachers\' work in São Paulo State. Its aim is to reveal how the subjects perceive their existence, build their identity and evaluate their own path as teachers. Through their memoirs and life histories, it intends to apprehend the historicity of their professional development, and so the multiple events that contributed to constitute them, as a whole formation process. The text presented here is centered on the analysis of three factors of the teaching practice. First, we describe and analyze the dilemmas of the teachers\' initial education, both in Basic Education and University, a teaching and learning process affected by fragmented teaching practices, disconnection among curriculum subjects and the lack of dialogue between teacher and students. Secondly, we analyze their path of teaching History at school. By crossing the teachers\' accounts and official documents, we sought to discuss the objectives of this school subject, its teaching methods and the controversies around the idea of \"traditional teacher\", which opposes a \"student-centered teaching\" to a \"teacher-centered teaching\". Finally, we analyze the locus where these subjects have lived their teaching experience: state public schools. Issues concerning work conditions, school deterioration, solitary work are discussed in this session, as well as the the idea of citizenship at the school context, through the elaboration of the political-pedagogic project under the perspective of active and participatory citizenship, through which the subjects who compose the school community may discuss their needs and goals. We concluded, thorugh this study, that public school has deteriorated, especially due to neoliberal \"public policies\", which perceive citizenship as a market relationship, and participation as a synonym of voluntary work at school. It all leads to a process of banishment of teachers from public school.

A presente dissertação é uma pesquisa qualitativa que investiga os enfoques didáticos de uma professora de História que trabalha na rede pública de São Paulo e que foram conceituados como Identidade Histórica Docente. Estes enfoques didáticos foram investigados utilizando uma metodologia de análise das relações temporais que a professora desencadeia na prática docente. Para fazer esta investigação, foi utilizado um questionário Likert, duas entrevistas semiestruturadas, análise de planejamentos e observações gravadas em áudio do trabalho da professora. A base teórica desta pesquisa foi o paradigma da Didática da História, um paradigma construído por meio dos trabalhos desenvolvidos em universidades públicas brasileiras que investigam o trabalho de professores de História. Os principais conceitos deste paradigma que foram utilizados foram os de paradigma de Kuhn, consciência histórica, narrativa histórica e identidade histórica de Rüsen, experiência e expectativa de Koselleck, com contribuições de autores que utilizaram estes mesmos conceitos em seus trabalhos, como Seixas, Lee e Borries. A metodologia de análise dos dados foi criada com a adaptação destes conceitos para a microanálise qualitativa de Strauss e Corbin. Após a construção metodológica, obtenção e análise dos dados, chegou-se à conclusão de que a Identidade Histórica da docente pesquisada é predominantemente política sobre os demais aspectos investigados. / The present masters thesis is a qualitative research that investigates the teaching approaches of a history teacher who works in public schools in São Paulo and which were defined as historical teaching identity. These educational approaches were investigated using a methodology of analysis of time relations that the teacher triggers in her teaching practice. In order to do this research, a Likert questionnaire was used as well as two semistructured interviews, planning analysis, and observations about the work of the teacher recorded in an audio recorder. The theoretical basis of this research was the paradigm of Didactics of History, a paradigm built through work undertaken in Brazilian public universities that investigate the work of history teachers. The core concepts of this paradigm that were used were Kuhn\'s paradigm, Rüsens historical consciousness, historical narrative and historical identity, Kosellecks experience and expectation, with contributions from authors who have used these same concepts in their work, such as Seixas, Lee and Borries. The methodology of data analysis was created with the adaptation of these concepts to Strauss and Corbins grounded theory. After establishing the methodology, data collection and analysis, it was concluded that the historical identity of the teacher researched is predominantly political on the other aspects investigated.