Teaching History of Education: challenges of initial education in classes of PARFOR (2012/2015)

Authors

  • Luciane Sgarbi Santos Grazziotin Universidade do Vale do Rios dos Sinos - UNISINOS
  • Viviane Klaus Universidade do Vale do Rio dos Sinos - UNISINOS
  • Dóris Bittencourt Almeida Universidade federal do Rio Grande do Sul – UFRGS

DOI:

https://doi.org/10.5212/PraxEduc.v.10i2.0011

Abstract

In 2012, the first group of students in the Pedagogy Program linked to the National Basic Education Teacher Education Plan (PARFOR) entered university, locus of this research. Among other challenges, this program aims teacher professionalization through a school/university relationship that contributes to the qualification of basic education. The goal of this study was to discuss and understand the process of student/teacher education, based on the meanings attributed to the discipline History of Education, from a teaching methodology that uses school documents and objects as theme to discuss curriculum issues. The methodology employed a questionnaire, relative to the activities developed in History of Education, and filmed statements, related to the students’ trajectories. The results point to mobilization with regard to the preservation and construction of school document archives, as well as the perception of the role of the History of Education in the curriculum of Pedagogy Courses.

 

Keywords: PARFOR. Teacher education. History of Education.

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Author Biographies

  • Luciane Sgarbi Santos Grazziotin, Universidade do Vale do Rios dos Sinos - UNISINOS
    Professora do centro de Ciências Humanas nos cursos de Licenciatura e no Programa de Pós-Graduação em Educação da UNISINOS.
  • Viviane Klaus, Universidade do Vale do Rio dos Sinos - UNISINOS
    professora do Centro de Ciências Humanas nos cursos de Licenciatura e do Programa de Pós-Graduçao em Gestão da educação da Universidade do Vale do Rio dos Sinos - UNISINOS, campus Porto Alegre.
  • Dóris Bittencourt Almeida, Universidade federal do Rio Grande do Sul – UFRGS
    Professora do Programa de Pós-Graduação em educação da Universidade federal do Rio Grande do Sul.UFRGS

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Published

2015-08-08

Issue

Vol. 10 No. 2 (2015): Dossiê: A produção e a difusão do conhecimento no percurso do cinquentenário do Sistema Nacional da Pós-Graduação

Section

Artigos

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How to Cite

Teaching History of Education: challenges of initial education in classes of PARFOR (2012/2015). Práxis Educativa, [S. l.], v. 10, n. 2, p. 489–509, 2015. DOI: 10.5212/PraxEduc.v.10i2.0011. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/6824. Acesso em: 4 jun. 2026.