History teaching and teacher training

challenges in plural contexts

Abstract

Scientific knowledge and continuing education are intrinsic elements to the production of school knowledge, which is transformed by the insertion of new technologies, methodologies and public policies that propose to improve Education and qualify the professionals who work in Basic Education. The aim of this article is to present a reflection on the teaching of history and the continuing education of teachers who teach history content in basic education in plural contexts. I try to reflect on the classroom practices of teachers / students of the Professional Master in History Teaching (ProfHistória), who work in schools and with the experiences reported by the teachers / participants of the extension project “Improvement Course for History Teachers of Basic Education”, offered at the university unit of Amambai / UEMS. The problematization of the pedagogical praxis of those involved goes through two basic questions: the importance of the teaching practice in the valorization of the History discipline among the Basic Education students and the relevance of the continuing education courses and the Professional Master in History Teaching for the exercise. of teaching in basic education. In this perspective, it is noteworthy that the scientific knowledge apprehended with the master's classes and the continuing education course has contributed to innovate the activities of making and teaching history, making the classroom practice more dynamic and democratic in view of the challenges. which unfold in the face of the educational, social, political and economic demands imposed by the new world order on the organization of work in education.

Keywords: History. Basic education. Master's degree. Professional experience. ProfHistory.