Tornar-se professor na escola: contribuições de Programas de Iniciação à Docência para o Ensino de História e a Formação Docente

Abstract

This work, developed within the scope of the Professional Master's Degree in History Teaching (ProfHistória-UFU), in the research line Knowledge and Practices in the School Space, adresses the training of Histor teachers in a school environment, analyzing the experiences of the History and Geography subproject, part of the Pedagogical Residency Program. The experience took place at the Governador Israel Pinheiro State School, in Ituiutaba-MG, from 2020 to 2024, where I worked as a preceptor for 22 undergraduate students in History and Geography. The main objective is to investigate the contributions of Initiation to Teaching programs to initial and continuing education and to the teaching of History, promoting a dialogical movement and an approximation between theory and practice, university and school. Additionally, I seek to understand how the group of undergraduates and the preceptor jointly constructed meanings for History Teaching and the teaching profession. The research is based on narrative methodology, where the teacher is, at the same time, subject and researcher, characterizing it as a research on one's own practice in a professional environment. The main theoretical and methodological references are from the Study and Research Group in Continuing Education (GEPEC), at Unicamp. The sources consist of a personal collection of semiannual activity reports, experience reports, activity plans, and photographs produced throughout the program. By shedding light on this material, I align myself with research that values teacher production, which is often undervalued. In reading these records, I focus on the (re)elaboration of the meanings given to history teaching by the group. As a propositive dimension of this research, I present the e-book Memórias em Residência to the public. More than an educational product, the work seeks to socialize the findings of our experience in a narrative and accessible way, reaching beyond the university walls to schools and communities interested in defending and strengthening teacher training.