O fazer docente e o dilema entre teoria e prática experiências estéticas na formação de professores (as) de História do sertão (2013-2023)

Abstract

The theme of this work is “Teaching and the dilemma between theory and practice: Aesthetic Experiences in the training of History of the Sertão teachers (2013-2023)”. The objective of this dissertation is to analyze how the teaching training carried out since 2013 at UFAL, Campus do Sertão influences the use of Aesthetic Experiences in History classes. It is observed that over the last few years History Teaching has constantly changed, therefore, the History teacher training course has also undergone changes. Initial training presents a theory that defends the curriculum for History Teaching with interesting proposals and that seems to be concerned with the quality training of both students and Basic Education students. However, in practice, teachers face numerous difficulties in achieving the objectives set out in the curricular proposals. There are many obstacles regarding the initial training of History teachers. We can mention the curricula, which differ between the theory presented and the practice in the classroom; as well as different contexts, as each teacher starts from a different reality and their personal and professional training influences their teaching practice. That said, we used as sources in this research the laws that guide the Teaching of History in the educational context and deal with the objectives and profiles that are expected, among them: LDB, PCN's, BNCC, as well as, PPC (2007; 2018) and the curriculum of the degree course in History at UFAL, Campus do Sertão, we also made use of diaries, interviews and photographs that helped us illustrate the Aesthetic Experiences analyzed. For the interviews, we used Alberti (2008) in the discussion about Oral History. In this context, the methodology used consists of analyzing diaries that were produced by History course students and conducting interviews with five History teachers who graduated from UFAL, Campus do sertão, during the proposed period of the research, and who they experienced the process of Aesthetic Experiences, making a dialogue possible through memories and reflections about their initial training. In this way, we use Bittencourt (1992), Fonseca (2011), Fonseca (2015) as theoretical-methodological assumptions to discuss History Teaching, its trajectories and amplitudes over time, especially with regard to teacher training for the area. In discussions about the curriculum and its power, the following stand out: Arroyo (2013) and Foucault (2007;2022). To think about experience and its place in memory and aesthetics, as well as its expansion, we based ourselves on Larrosa (2014; 2002; 2011), Benjamim (1984) and Hermann (2005). We rely on Rüsen (1992; 2001; 2002;2015; 2022) and Schmidt (2004;2010;2012;2019;2021;2023), for the dialogue on Historical Education and Historical Consciousness in teaching practice. This dissertation highlighted the immense differences that still exist between teaching theory and practice, especially in History Teaching. Through this research, we found that it is necessary to think about History Teaching that helps students build historical knowledge in a critical and meaningful way, in which Aesthetic Experiences can contribute to the personal and educational formation of students, contributing to the building a more egalitarian society.