Abstract

MESQUITA, Ilka Miglio de. Memórias/identidades em relação ao ensino e de professores de história: diálogos com fóruns acadêmicos nacionais. ETD [online]. 2008, vol.09, n.02, pp.214-215. ISSN 1676-2592.

This thesis has as study object the role of the Anpuh, while scientific entity, and of national academics forums in relation to teaching and the formation of History teachers, in the period of 1980 up to 2006. Its about a sewing process of the historical narrative from the dialogue with the Anpuh with the “Thematic Group Teaching of History and Education”, the “National Meeting Perspective of History Teaching” and the “National Meeting of Researchers of History Teaching” with the objective to perceive and comprehend how are produced practices of memories/identities, from the collective manifestations developed in these national academics forums. The movement of production of the historical narrative was carried through by the methodology of thematic verbal history, understood here by the metaphor of a manual, knitter sewing press composed of theoric-methodologic tools, of the set of wires of Memory and Identity associated in the weft; of the object and problem of the research, wires of the weft, that had been placed previously in the direction of the length of the knitter. The choice of thematic verbal history is a movement that translates itself in the sewing process of our inquiry, for the dialogue that we establish with authors and actors, wires who if had interlaced in the knitter for the movement of the coil wefter, of the comb, for where the wires run to sew the tram. Is the dialogue produced of the interlacement of perceived and conceived images, by the adventure of the relation made in the dilution, in the integrity of the subject and subjects, of the subject and object of research. The narrative contexture constructed showed to us that the sense of our memories/identities define what we are and how we take place. There are in collective manifestations related to teaching and formation of History teachers, organized in national academics forums, that we print the sense of who we are. While inquiry field, teaching of History evidences our individual and collective identity. Relationary identity, installed in bordering or interstitial territory, that mixture in ours practices of research and teaching in dialogue with the knowledge fields of History and the Education.

Keywords : Memory; Identity; Oral History; Teaching of History; Teacher Training.

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