A Formação Continuada de Professores de História: ressignificações da prática pedagógica por meio do desenvolvimento da Consciência Histórica

Abstract

This article, in an essay form, problematizes, especially, the continuing education of history teachers, as well as establishes an analysis supported by Historical Education. Given this contextualization, it is noteworthy that two studies were selected that deal with the continuing education for history teachers: the first study was developed by Pina, Aguiar and Lima (2020) and the second, by Gevaerd (2019). It is noteworthy that both studies measure the impacts of continuing education in the pedagogical practice of history. Thus, from the review of these studies, will be evidenced the main results obtained by researchers, with a view to a reflection on the development of "Historical Consciousness" (Rüsen, 2006; 2007) in the organization of specific training, in view that these are fundamental for the expansion of new conceptions and contextualized approaches to the resignification of the teaching of History, especially by the dialogue between students teachers, in a collaborative pedagogical practice approach and the construction of a historical school knowledge.