A formação docente e o ensino de história nos anos iniciais do ensino fundamental.

Abstract

This study had as object of study the teacher formation and the teaching of history in the initial years of the elementary school. The main objective of the study was to analyze the teacher training that teaches history in the initial years of elementary school, in order to know and understand the practices developed by this professional. For this, the specific objectives were to map the importance of history teaching in the initial years of elementary school; characterize the processes of training and professional teaching skills for the teaching of history in the initial years of elementary education and to reveal relevant aspects about teacher education and history teaching in the initial years of elementary education. For the theoretical-methodological development of this study, bibliographic resources were used through research already published in the area (GATTI, 2010; BARREIRO; 2006; PIMENTA, 2002; SCHIMIDT, 2004; SILVA, FONSECA, 2010; PEREIRA, 2012; NASCIMENTO,2010; BRZEZINSK,2008; RICHARDSON, 2010; MOURÃO, ESTEVES, 2013) and others that address the initial formation of teachers to act specifically in the teaching of history, and also, the use of legislative documents of the national education (CF,1988; LDBEN, 1996; PNE, 2014; Law No. 11.645 / 08; Law No. 11,274; PCN, 1997; DCN, 2006; DCNEB, 2013; UFCG, Pedagogical Project of the Degree in Pedagogy, 2009) that weave the legal order about the object of this study. This is a work that is part of the approach to qualitative research, of a descriptive nature. For the collection of data, semi-structured interviews were conducted with 5 (five) teachers who teach from the 1st to 5th year of elementary school I in a school of the state education network, located in the municipality of Cajazeiras-PB. The data were analyzed through the Content Analysis (CA) techniques set. From them, it was perceived that teacher education is the primary element for an adequate professional performance. In addition, it can be seen from the interviewees' statements that the teacher training process for the teaching of history in the initial years of elementary education is very fragile, still based on the traditionalist approach to "decorating". The interviewees also pointed out the great difficulties they have to teach history in the initial years of elementary school, a fact that ends up leaving the knowledge of the discipline to second place, because it only highlights the teaching of Portuguese and mathematics.