Abstract

CUNHA, Jorge Luiz da  and  CARDOZO, Lisliane dos Santos. The meanings of teachers work and the social space of History teaching. Educação. Santa Maria [online]. 2015, vol.40, n.3, pp.529-544. ISSN 1984-6444.  https://doi.org/10.5902/1984644418712.

Through the narrative identity of teachers graduated in the History Course at Federal University of Santa Maria (UFSM) we aimed in this article to investigate how their initial education has implied in their work, life course and how each of them construe the history teaching social space. The narrative identity was highlighted by addressing a (auto) biographical approach. It is our understanding that the science of history may play a guiding role in contemporaneity over a historical awareness. The teaching of history may only play this guiding role if inserted in the historical culture. Thus, involving moral, ethical, pedagogical, existential, among other issues is the only way we may build a historical sense to guide life and the ability to learn historically. Historical learning does not include only the learning of contents from the past. It is an engagement of the social individual understood by History, interpreting History objectively and subjectively.

Keywords : History Teaching; Teacher Work; History Teaching Social Space.

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