<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592020000100305</article-id>
<article-id pub-id-type="doi">10.18593/r.v45i0.21736</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A aula-oficina na caminhada de aprender a ser professor de História]]></article-title>
<article-title xml:lang="en"><![CDATA[History classroom as a workshop in demand of learning to be a History teacher]]></article-title>
<article-title xml:lang="es"><![CDATA[La clase de historia como un taller, una forma de aprender a ser profesor de Historia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gago]]></surname>
<given-names><![CDATA[Marília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592020000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592020000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592020000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Ser professor de História implica o engajamento de várias áreas do saber e exige a operacionalização de operações complexas adequadas ao contexto educativo em que se inscreve. A formação de professores tem de ser capaz de desafiar e preparar os futuros professores de História para lidarem em progressão com essas operações. A aula-oficina é um caminho proposto pela educação histórica que parece se adequar ao desenvolvimento de literacia e consciência histórica. Os dados de investigação em Educação Histórica têm demonstrado que quando os aprendentes são desafiados a resolver tarefas com base em fontes, analisadas com questões de graus distintos de complexidade, promove-se o desenvolvimento do pensamento e o conhecimento histórico. Assim, propõe-se a partilha de dados de um estudo qualitativo em linha com a Grounded Theory (Teoria fundamentada), realizado por meio de uma amostragem de conveniência entre 20 alunos do mestrado em ensino da História do terceiro ciclo do ensino básico e do ensino secundário de uma universidade do Norte de Portugal, em várias fases de formação e de recolha de dados, numa lógica longitudinal e em linha com os princípios da aula-oficina - das ideias prévias à metacognição. As ideias foram recolhidas por meio de questionário de resposta aberta acerca dos seguintes construtos: consciência histórica, identidade e profissionalismo docente. As ideias partilhadas pelos alunos, futuros professores de História, sugerem que as tarefas-desafios propostas acompanhadas pelo debate das soluções encontradas e da reflexão continuada acerca do processo promoveram a consciência do seu papel e propósito de professor de História numa lógica de crescente complexidade em termos de identidade pessoal-histórica e de profissional-docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Ser profesor de historia implica la participación de diversas áreas del conocimiento y requiere la concretización de operaciones complejas apropiadas al contexto educativo en el que se inserta. La formación del profesorado debe ser capaz de desafiar y preparar a los futuros profesores de historia para afrontar progresivamente estas operaciones. La clase de Historia como un taller es un camino propuesto por la Educación Histórica que parece adaptarse al desarrollo de la conciencia histórica. Los datos de la investigación en Educación Histórica han demostrado que cuando se enfrentan los aprendientes con desafíos para resolver tareas con diversos grados de complejidad promueven el desarrollo de su pensamiento y conocimiento histórico. Por lo tanto, se propone compartir datos de un estudio cualitativo en línea con la teoría fundamentada (Grounded Theory), realizado a través de una muestra de conveniencia, entre veinte estudiantes del Máster en la enseñanza de la historia del tercer ciclo de educación primaria y secundaria de una universidad del norte de Portugal, en varias etapas de formación, en una lógica longitudinal y en línea con los principios de la clase como un taller - desde ideas previas a la metacognición. Las ideas se recopilaron a través de un cuestionario abierto sobre los siguientes constructos: conciencia histórica, identidad y profesionalismo docente. Las ideas compartidas por los estudiantes, futuros profesores de historia, sugieren que las tareas de desafío propuestas acompañadas por el debate de las soluciones encontradas y la reflexión continua sobre el proceso promovieron la conciencia de su papel y propósito del profesor de historia en una lógica de complejidad creciente en términos de identidad personal-histórica y profesional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação histórica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalismo docente]]></kwd>
<kwd lng="pt"><![CDATA[Aula-oficina.]]></kwd>
<kwd lng="en"><![CDATA[History education]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Teacher professionalism]]></kwd>
<kwd lng="en"><![CDATA[Workshop history classroom.]]></kwd>
<kwd lng="es"><![CDATA[Educación histórica]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Profesionalismo docente]]></kwd>
<kwd lng="es"><![CDATA[Lasse de historia &#8220;como un taller&#8221;.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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