Os impactos do Projeto Veredas na formação docente, saberes e práticas de ensino de História nos anos/séries iniciais do ensino fundamental

Abstract

This research is a study about the proposal of PROJETO VEREDAS Superior Teaching Formation - developed by Education Secretary of Minas State, and its consequences in the teaching formation, in the reconstitution of the knowledge and the History s practical education in the initial years of the basic education. It was searched to answer the following questions: What social, economical and political context was elaborated PROJETO VEREDAS - Superior Teaching Formation in? How VEREDAS was projected, in terms of the Law of Lines of direction and Bases of the National Education (LDB) n. º 9394/96? How it characterizes the Proposal of PROJETO VEREDAS to History teaching in the initial years of the basic education? How PROJETO VEREDAS has contributed for the formation, knowledge and History'steaching practical in the initial years of the basic education? The research methodology privileged the quali-quantitative boarding, combining different procedures, data collection instruments, oral and writings sources, as official documents of PROJETO VEREDAS, Study Guides, texts and activities, formation memorials and the learner's practical pedagogical reports; verbal questionnaire and interviews. The whole research was made by the graduated teachers at the Campus of Federal University of Uberlândia (UFU) from 2002 to 2005. From the documental analysis and collaborator teachers' narratives were evidenced a process of the knowledge reconstitution and pedagogical practice in direct relation with the formative proposal developed in the course. The texts and activities of the curricular component of History prescribed in the Study Guides and developed in the Project, according to collaborator teachers, made possible the enlargement and concepts revision, and historical knowledge and had caused changes in the teaching practical of this discipline. When considered their actions and the History, they had attributed new meaning to education and learning of this knowledge area, they had incorporated new knowledge, methodologies, and didactic resources that had contributed for their teaching formation and their students.