ABSTRACT:
The objective of this article is to reflect on the teaching of history based on the experience with students of the Undergraduate course in History/UFPR during the development of the subject Teaching Practice in the academic year of 2020. As part of the activities of that subject was the monitoring of remote classes offered by the State Secretary of Education of Paraná (SEED-PR) and the systematization of records through a field diary. For the reflections of this article, we will address the observations made by the undergraduate students themselves about remote classes focused on the Final Years of Elementary and Secondary Education. Based on this material, here taken as a source, we intend to discuss the undergraduates' perceptions about the teaching-learning relationship, considering the methodological debate present in the monitored classes. As a result, we point out the presence of the dilemma quantity x quality (deepening, problematization) of content; the way of mediating academic knowledge and school historical knowledge and the mnemonic characteristic of the activities proposed in the remote classes, in detriment of problematizations that consider the students' argumentation when relating to historical knowledge. For the analysis of these questions, we use as reference the contributions of Pierre Bourdieu, especially the concepts of habitus and field, those of the field of History Education with Jörn Rüsen, to reflect about the formation of historical consciousness and those of Ana Zavala, to think about the teaching practice and the meaning of these observations in the initial formation of History teachers.
Keywords:
teacher training; history teaching; teaching practice