Representações de professoras sobre o ensino de história nos anos iniciais em Amargosa/BA

Abstract

This study has the objective of to comprehend which are the representations of teachers about the history teaching in initial years of Elementary School in Amargosa/BA. We chose three teachers to develop the research. They have a licentiate in pedagogy and they teach in initial years of Elementary School in the town. This research has a qualitative approach. This is an important tool to help in comprehending the phenomenon of a certain area. And it allows reflections e interventions over several educational and social aspects. This study utilized the methodology Thematic Oral History which from the interview searches to preserve and discuss the distinct forms of knowledge that were silenced throughout History to the detriment of the written and official sources. It utilized the interview to the production of oral sources. This tool allows noting themes and it gives more liberty for the person who is interviewed while he is narrating his memories. The interview allows the interviewee to remember his memories and it contributes to the enrichment of research. That way, the study is based in theoretic discussions of representations by Roger Chartier (1988, 1991) and collective memory of Maurice Halbwachs (2003). The representations are constituted according to the way one perceives a certain reality, that can be elaborate by works or symbolic questions throughout several social determinations. The memory is showed individually and/or collectively, and both are connected but each interviewee has a unique viewpoint over the memory. The reflections showed here collaborate to the discussion about the teacher training for the initial years of Elementary School, as well as it allowed to think the function of the curriculum documents to the teaching of history, its intentions, and ends. It makes relation of the teachers' reports about their school trajectories, their professional formations e their practices to comprehend what they understand by the function of History teaching. Through the analysis, it is possible to notice the constant predominance of a History teaching represented by traditional and critical conceptions. Both recognize History as knowledge to form the student critical awareness. In this way, the representations and experienced trajectories have influenced and still directly influence the conceptions and meanings about what they think of the History teaching in initial years of Elementary School. So, it was found the necessity to expand studies about History teaching, once it allows the participation, analyses, reflection, and critic of the different existent social groups.