O saber histórico na sala de aula: relação entre professores e o livro didático de história na cidade de Santa Cruz - PB.

Abstract

This monograph discusses the implications of the dynamics assumed by the teacher outside the textbook, taking into account the role of the teacher as an agent of transforming education. We understand that the textbook has immense value in daily practice of students and teachers, to contain an organization / systematization of content to be socialized / worked in the classroom. We seek to describe the characteristics of teachers and identify the ways and sources used, as well as factors that imply the way they behave in front of one of the most cultural objects used in school: the Textbooks. We used studies by researchers / scholars that address issues involving: the textbook, curriculum, teacher training and teaching history. As a tool for collecting data from a group we appropriate questionnaires given to teachers trained in history or not working in the borough and State Schools of the city of Santa Cruz-PB. These questionnaires sought to seize the professional training, the characterization of the school, the teacher's understanding about his conception of knowledge and use of history textbooks by the teacher in order to identify the role played by educators to use the textbook as source of study in their classrooms. The results show that teachers, some of them not even being formed in Degree in History, make use of new technologies, to try to make history lessons more attractive and productive. The work is divided into four chapters: the first - History and History Teaching. The second - Allocation of Textbook by teacher of History; Third - Evaluation and interpretation of date obtained through questionnaires group: The teacher and the school. And finally the fourth chapter - Evaluation and interpretation of e date obtained through questionnaires group: Teaching and textbook.