The meanings of teachers work and the social space of History teaching

Authors

  • Jorge Luiz da Cunha Professor titular da Universidade Federal de Santa Maria, Santa Maria - Rio Grande do Sul - Brasil
  • Lisliane dos Santos Cardôzo Universidade Federal de Santa Maria, Santa Maria - Rio Grande do Sul - Brasil

DOI:

https://doi.org/10.5902/1984644418702

Keywords:

History teaching, Teacher work, History teaching social space.

Abstract

Through the narrative identity of teachers graduated in the History Course at Federal University of Santa Maria (UFSM) we aimed in this article to investigate how their initial education has implied in their work, life course  and how each of them construe the history teaching social space. The narrative identity was highlighted by addressing a (auto) biographical approach. It is our understanding that the science of history may play a guiding role in contemporaneity over a historical awareness.  The teaching of history may only play this guiding role if inserted in the historical culture. Thus, involving moral, ethical, pedagogical, existential, among other issues is the only way we may build a historical sense to guide life and the ability to learn historically. Historical learning does not include only the learning of contents from the past. It is an engagement of the social individual understood by History, interpreting History objectively and subjectively.

Author Biographies

Jorge Luiz da Cunha, Professor titular da Universidade Federal de Santa Maria, Santa Maria - Rio Grande do Sul - Brasil

Professor titular da Universidade Federal de Santa Maria. Doutor em História Medieval e Moderna Contemporânea - Universität Hamburg. Mestre em História Social do Brasil pela Universidade Federal do Paraná. Graduado em Estudos Sociais, História e Geografia pelas Faculdades Integradas de Santa Cruz do Sul.

Lisliane dos Santos Cardôzo, Universidade Federal de Santa Maria, Santa Maria - Rio Grande do Sul - Brasil

Mestra em Educação e bacharel licenciada em História pela Universidade Federal de Santa Maria e professora da rede pública estadual do Rio Grande do Sul.

Downloads

Published

2015-09-24

How to Cite

Cunha, J. L. da, & Cardôzo, L. dos S. (2015). The meanings of teachers work and the social space of History teaching. Education, 40(3), 529–544. https://doi.org/10.5902/1984644418702

Issue

educação, v. 40, n. 3 set./dez. 2015

Section

Dossier: Historical education and teaching History

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


Attribution 4.0 International (CC BY 4.0)

This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.


This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)