Quando os discursos não se encontram: imaginário do professor de história e a reforma curricular dos anos 80 em São Paulo

This article analyses São Paulo state system History teachers' perceptions of their jobs, their role, academic background, students, as well as their conception of History and knowledge production, during the discussions which preceded the 1989 curriculum reform. It demonstrates the intense heterogeneity of conceptions among teachers from São Paulo, revealing a period of state policy (educational reform, in this case) which is not adequate to the time necessary to build an education project common to the teachers.

Imaginário do Professorado Público; History Curriculum Reform; Imaginary of Public Teachers; Formation of teachers