Resumo

LOBO, Gustavo Adolfo d'Almeida; LIMA, Kátia Regina Rodrigues  e  PAULA, Alisson Slider do Nascimento de. Reflective praxis and curriculum understanding: foundations of teacher training in a PIBID of History. Rev. Diálogo Educ. [online]. 2022, vol.22, n.72, pp.472-496.  Epub 19-Set-2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.22.072.ao09.

The article aims to expose actions developed within the subproject of the Institutional Scholarship Program for Initiation to Teaching (PIBID) of History at the Faculty of Philosophy Dom Aureliano Matos - FAFIDAM. It adopts an explanatory methodology, in which one of the authors participated as a training agent in the process on screen and describes the specific conditions for carrying out the actions developed in the teaching initiation program on a campus of a public university in the interior of Ceará, based on discussions theoretical, the construction of a formative practice that focuses on reflective praxis in the training of teachers so that they have a critical-reflexive stance on their teaching activity and on the world in which they are inserted. It also takes as a central reference the understanding of the explicit and hidden aspects that make up the curriculum and how to behave in order to overcome the limitations that it imposes on a teaching of history that aims at a libertarian formation. The text concludes that there is a need to develop actions that emphasize and enable the critical-reflexive posture of future teachers and actions that will contribute to the construction of a new curriculum for the teaching of history that addresses the socio-cultural specificities of spaces educational activities and its target audience.

Palavras-chave : Teacher training; Teaching initiation program; Reflective teacher.

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