Componentes práticas na formação de professores de História do INHIS-UFU: PROINTER no contexto de reelaboração de sentido da docência e do Ensino de História (2020-2023)

Abstract

This article aims to critically analyze how the curriculum components named Projetos Interdisciplinares (Prointer) - included in the curriculum of the Undergraduate History course, of the Instituto de História at the Universidade Federal de Uberlândia (INHIS/UFU) - have been collaborating to meaning re-elaborations of the school subject History and the training of the teachers for it. It is analyzed how those components articulate with the Resolution CNE/CP n.02/2015 and the recent requirements for the History Teaching. The methodology used was qualitative research articulating my experience as a teacher in training and those curriculum components, as student and monitor in the morning classes of this subject, during the academic period of 2020 and 2022. I pass through the experience I had researching along with Elementary Education teachers of Uberlândia, regarding their demands for the History teaching in our country in the 21st century. As research source, I analyze the Projeto Pedagógico do Curso de Graduação em História do INHIS/UFU, 2018 version, the final works of PROINTER II and PROINTER III, class I, at the period of 2020 to 2022, data produced from the research conducted along with the Uberlândia teachers, in 2023.