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This article seeks to investigate the professional development of teaching based on the contributions of a postgraduate program, the ProfHistória Program. Professional master's degrees were instituted in Brazil from 1995 onwards and consolidated from their insertion in CAPES, in 2009. We focus this analysis on the ProfHistória Program, aimed at the professional development of Basic Education teachers in History. The methodology adopted refers to the content analysis based on the conclusion texts of nine dissertations awarded in the national awards of the Program in the years 2016, 2018 and 2020, with three dissertations awarded each year. We start from the premise that the professional development of teaching in graduate courses is based on the characteristics of academic research activity, which provokes careful, critical, and purposeful reflection on teaching, as well as changes in the way of analyzing and understanding teaching itself. We show, through this analysis, that in fact the analyzed texts present evidence of both aspects and present a problematizing, critical and prescriptive character in relation to the teaching of History, as well as indicatives of how the research provided significant changes in the way of understanding the teaching activity itself. We conclude by affirming the relevance of this postgraduate modality, capable of provoking changes in student-teachers point of view, but also of renewing the conception of academic research focused on school pedagogical practices [ABSTRACT FROM AUTHOR]

This paper reflects on the use of Brazilian Cordel literature in the teaching of the Middle Ages based on two cordel booklets by the poet from Paraíba State, Brazil, Leandro Gomes de Barros: Batalha de Oliveiros com Ferrabrás (Battle of Oliveiros with Ferrabrás) and A prisão de Oliveiros e seus companheiros (The prison of Oliveiros and his companions). Although obtained at the beginning of the 20th century, these cordel booklets bring narratives inspired by the myths about Charlemagne and medieval chivalry, emphasizing how the christians fought against the muslim in the Middle Ages. These stories were made in the medieval period, being reworked and recreated over time until arriving in Brazil with Portuguese colonization, being part of the oral tradition mainly in the Northeast of Brazil. In this way, they bear marks of medieval reminiscences. Thus, this paper discusses the myth of Charlemagne and cavalry; the beginning of the "Carolingian cycle" in the Cordel literature; and the possibilities of using Leandro's cordel booklets in the Medieval History teaching. [ABSTRACT FROM AUTHOR]

The article analyzes how the degree courses in History in Brazil problematize historical learning during the initial formation of History teachers. For this purpose, it selected 27 Political Pedagogical Project (PPP) from federal universities of all states, as a methodological option to understand the place occupied by studies on historical learning through the mapping of compulsory subjects focused on this theme. The cataloged data show a complete silence, in the institutions surveyed, regard to studies focused on this theme, indicating that teachers trained in these institutions can reach the classroom completely unaware of the debate on historical learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Turismo em Análise is the property of Revista Turismo em Analise and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reflects on relations between historians and their own time. The text analyses these relationships as subject (some historians studying their own time) and as indirect allusions (some historians studying different periods and use contemporary the technical and theoretical means). The paper also discusses how important of the education for these studies. The experience of the dictatorship (1964/1984) and the democratic efforts of the country (1985 to present day) in Brazil are the main historical processes evoked in the discussion. [ABSTRACT FROM AUTHOR]

The current pedagogical proposal aims at emphasizing the importance of school to train students that understand the meaning of citizenship and are able to make use of it. Yet this perception of school as an instrument for the formation of citizens is an idea that has long been advocated by the Italian theorist Antonio Gramsci. In this work we decided to understand his concept of school and others who have worried about making the school an atmosphere of general education, professional and policy in an integrated manner. The Brazilian reality, however, is different from these proposals, since it maintains the separation between general and vocational training. Beginning, therefore, from the present time, this work aims at understanding whether it is possible to educate for labor and to articulate the general and professional education without strengthening the old dualism. This study is based on the propositions of Gramsci on education and work, on the Brazilian case through the paths of professional education in Brazil and on an analysis of important documents of the Brazilian legislation (Substitute Jorge Hage LDBEN and 9394/96) and finally, aims at integrating education for labor with the teaching of History and its possibilities. We realize, therefore, it is possible and, further, it is imperative that we think of educational proposals that include young people, their needs and experiences. This study thus manifests the interest of contributing to make this happen and considers the teaching of History as a possible integration in the present, among adolescents, their experiences, needs and, above all, their expectations about the future, from the understanding of past. [ABSTRACT FROM AUTHOR]

This research inserts into the range of discussions about museum educational functions and the representation of historical knowledge by primary school teachers, specifically those who teach for the 3rd grade from public education in Londrina - PR. The discussion aims to problems derived from the comprehension of historic museums as spaces conceived from a perspective sometimes as temples of memories to be protected and conserved, sometimes as extensions of a scholarized knowledge, or even by questioning these interpretable possibilities. Therein, it points to some questions about debates between history and memory and the insertion on the historic museums constitution plan. The idea of memory spectacularization, in concomitance to the foundation of the Historic Museum of Londrina (Museu Histórico de Londrina) is developed at the context of a transition from traditional to new museology. The work also focus to the comprehension signs from teachers aboutthe conception of the Historic Museum of Londrina, as also possible interactions with historic knowledge production with the students. The research that presents as a analysis theme, had as its principal idea a sight about teachers knowledges and practices, about the relations stabilished by them, considering visits with students to long duration exhibitions, among the museologic universe, collections, patrimony, material culture and history conception that they assume as a postulate to their pedagogical work. [ABSTRACT FROM AUTHOR]