Practical and theoretical dimensions in the initial formation of history teachers: an experience in the light of activity theory

Abstract

This text is part of the discussions on initial teacher pratice, and focuses on the specificities of History teaching. Its main objective is to raise reflections on the necessary dialogue between the theoretical and practical dimensions concerning this formation. Reports an experience lived with undergraduate students in History at the Federal University of Mato Grosso do Sul. The data came from the answers to the questions contained in an online questionnaire to assess the reported activity. To support the intended study and the construction of inferences, the content analysis technique was chosen, which enabled the categorization operation. The apprehended concepts were analyzed and discussed under the references of the Historical-Cultural Theory of Psychology, and by concepts related to Education and the History teaching. The results show that the activity carried out allowed students to acquire a differentiated appropriation of the contents of the disciplines, promoted by the challenge of teaching, encouraging them to understand the teaching work as a motivation for their learning. Thereby, it allows to conclude that the formative process experienced in a degree, by encouraging the dialogue between its theoretical and practical fields, allows the attribution of other meanings and gives rise to new stimuli and motivations capable of reframing the learning processes of historical knowledge.