<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100805</article-id>
<article-id pub-id-type="doi">10.1590/0102-469832626</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICA DE DOCÊNCIA EM HISTÓRIA EM TEMPOS DE PANDEMIA: PERCEPÇÕES DE LICENCIANDOS/AS]]></article-title>
<article-title xml:lang="es"><![CDATA[LA PRÁCTICA DOCENTE EN EL AREA DE HISTORIA EN TIEMPOS DE PANDEMIA: PERCEPCIONES DE LOS LICENCIANDOS]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING PRACTICE IN HISTORY IN TIMES OF PANDEMIC: PERCEPTIONS OF STUDENTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GONÇALVES]]></surname>
<given-names><![CDATA[NADIA GAIOFATTO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[URBAN]]></surname>
<given-names><![CDATA[ANA CLÁUDIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFPR Departamento de Teoria e Prática de Ensino - Setor de Educação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPR Departamento de Teoria e Prática de Ensino - Setor de Educação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100805&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100805&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100805&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo deste artigo é refletirmos sobre o ensino de História a partir da experiência realizada junto a estudantes do curso de Graduação em História/UFPR durante o desenvolvimento da disciplina Prática de Docência no ano letivo de 2020. Como parte das atividades da referida disciplina estava o acompanhamento de aulas remotas ofertadas pela Secretaria de Estado da Educação do Paraná (SEED-PR) e a sistematização de registros por meio do diário de campo. Para as reflexões deste artigo abordaremos as observações feitas pelos/as próprios/as licenciandos/as acerca de aulas remotas voltadas para os Anos Finais do Ensino Fundamental e para o Ensino Médio. A partir desse material, aqui assumido como fonte, pretendemos discutir as percepções dos/as licenciados/as sobre a relação ensino aprendizagem, considerando o debate metodológico presente nas aulas acompanhadas. Como resultado apontamos a presença do dilema quantidade x qualidade (aprofundamento, problematização) de conteúdo; a forma de mediar o conhecimento acadêmico e o conhecimento histórico escolar e a característica mnemônica das atividades propostas nas aulas remotas, em detrimento de problematizações que consideram a argumentação dos alunos ao se relacionarem com o conhecimento histórico. Para a análise destas questões utilizamos como referência as contribuições de Pierre Bourdieu, em especial os conceitos de habitus e de campo, as do campo da Educação Histórica com Jörn Rüsen, para refletir sobre a formação da consciência histórica e as de Ana Zavala, para pensar a prática docente e o sentido destas observações na formação inicial de professores de História.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: El objetivo de este artículo es reflexionar sobre la docencia de la História a partir de la experiencia realizada con académicos de la Licenciatura en Historia/UFPR durante el desarrollo de la disciplina Práctica Docente en el año académico 2020. Formaba parte de las actividades de esa disciplina la asistencia a las clases remotas que ofrece la Secretaría de Educación del Estado de Paraná y la sistematización de registros a través del diario de campo. Para las reflexiones de este artículo, nos acercaremos a las observaciones realizadas por los propios licenciandos sobre las clases remotas enfocadas a los últimos años de la educación secundária y Bachillerato. A partir de este material, asumido aquí como fuente, pretendemos discutir las percepciones de los licenciados &#8203;&#8203;sobre la relación enseñanza-aprendizaje, considerando el debate metodológico presente en las clases asistidas. Como resultado, señalamos la presencia del dilema cantidad x calidad (profundización, problematización) de los contenidos; la forma de mediar el conocimiento académico y el conocimiento histórico escolar y la característica mnemotécnica de las actividades propuestas en las clases remotas, en detrimento de las problematizaciones que consideran los argumentos de los licenciandos al relacionarse con el conocimiento histórico. Para el análisis de estas cuestiones utilizamos como referencia los aportes de Bourdieu, especialmente los conceptos de habitus y campo, los del campo de la Educación Histórica con Rüsen, para reflexionar sobre la formación de la conciencia histórica y los de Zavala, pensar la práctica docente y el significado de estas observaciones en la formación inicial de los profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The objective of this article is to reflect on the teaching of history based on the experience with students of the Undergraduate course in History/UFPR during the development of the subject Teaching Practice in the academic year of 2020. As part of the activities of that subject was the monitoring of remote classes offered by the State Secretary of Education of Paraná (SEED-PR) and the systematization of records through a field diary. For the reflections of this article, we will address the observations made by the undergraduate students themselves about remote classes focused on the Final Years of Elementary and Secondary Education. Based on this material, here taken as a source, we intend to discuss the undergraduates' perceptions about the teaching-learning relationship, considering the methodological debate present in the monitored classes. As a result, we point out the presence of the dilemma quantity x quality (deepening, problematization) of content; the way of mediating academic knowledge and school historical knowledge and the mnemonic characteristic of the activities proposed in the remote classes, in detriment of problematizations that consider the students' argumentation when relating to historical knowledge. For the analysis of these questions, we use as reference the contributions of Pierre Bourdieu, especially the concepts of habitus and field, those of the field of History Education with Jörn Rüsen, to reflect about the formation of historical consciousness and those of Ana Zavala, to think about the teaching practice and the meaning of these observations in the initial formation of History teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[prática de docência]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la historia]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[history teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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