Abstract

GAGO, Marília. History classroom as a workshop in demand of learning to be a History teacher. Roteiro [online]. 2020, vol.45, e21736.  Epub June 17, 2020. ISSN 2177-6059.  https://doi.org/10.18593/r.v45i0.21736.

Being a history teacher implies the engagement of various areas of knowledge and requires the operationalization of complex operations appropriate to the educational context in which it is inserted. Teacher education must be able to challenge and prepare future history teachers to deal progressively with these operations. History class as a workshop is a path proposed by History Education that seems to suit the development of literacy and historical consciousness. History Education research data have shown that when learners are challenged to solve tasks with varying degrees of complexity their History thinking, and knowledge is developed. Thus, it is proposed to share data from a qualitative study in line with Grounded Theory, conducted through a convenience sampling, among twenty students of the Master's degree in the teaching of History of one university on the north of Portugal, in various stages of training and data collection, in a longitudinal logic. The ideas were collected through an open-ended questionnaire about the following constructs: historical awareness, identity and teaching professionalism. The ideas shared by the students, future history teachers, suggest that the proposed challenge tasks accompanied by the debate of the solutions found and the continuous reflection about the process promoted the awareness of their role and purpose as a history teacher in a logic of increasing complexity in terms of personal-historical and professional identity.

Keywords : History education; Teacher education; Teacher professionalism; Workshop history classroom..

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