Experiências estéticas na formação de professores de História, no alto sertão alagoano (2013-2016)

Abstract

This work aims to analyze the process of formation of history teachers occurred in course in History of UFAL - Campus Sertão between 2013 and 2016. Considering the need to think a teacher education from reflections that articulate theory and practice; ethics and aesthetics in higher-level pedagogical practice to train teachers in line with contemporary needs. To think about the teaching of history and its configurations we take as reference Fonseca (2011), Bittencourt (2011), Santos (2014) and Monteiro (2013). We use Tardif (2009; 2011) to discuss the teaching knowledge. Hemann (2005) and Pignatelli (2011) help us think about the concept of aesthetics and Larrosa (2015) provides us with the concept of experience. This work uses the aesthetic experiences developed in the classes of Ancient History, Medieval History, History of Africa, Techniques of Historical Research and Supervised Internship in the period mentioned. Therefore, we use different sources: legislative documents (Education Guidelines and Bases Law - LDB 1996, National Curriculum Parameters - PCN 1998, Common National Curriculum Base - BNCC 2015); The menus of the disciplines analyzed and cited above; The Pedagogical Political Project of the History Course (PPC) (2009); The UFAL REUNI Project (2007); Photographs and diaries written by undergraduates during formative experiences. To reach the research objectives we use the discourse analysis from the perspective of Eni Orlandi (2001). The subjects involved in the process evaluate the aesthetic experiences as positive, as they help you to think the teaching practice from countless possibilities, renewing themselves all the time. This leads us to think that it is necessary to continue rebuilding the practices of formation of history teacher in contemporary times.