<?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>S2177-60592020000100308</article-id>
<article-id pub-id-type="doi">10.18593/r.v45i0.21829</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que deve aprender o professor de História? Reflexões sobre aprendizagem, ensino e formação docente inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Which pasts are taught in the present? Some reflections on History, teaching and teacher training.]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué debe aprender el profesor de historia? Reflexiones sobre el aprendizaje, la enseñanza y la formación del profesorado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcanti]]></surname>
<given-names><![CDATA[Erinaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Sul e Sudeste do Pará Programa de Pós-graduação em História ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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=S2177-60592020000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592020000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592020000100308&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo faz uma reflexão sobre as principais temáticas de estudo que são ensinadas e aprendidas na formação inical do professor de História. Analisa quais temas aparecem nas disciplinas obrigatórias sobre o ensino de história para compreender o lugar ocupado pelos debates sobre a educação histórica. Para tanto, utilizo as matrizes curriculares dos cursos oferecidos nas universidades federais, localizadas na região Amazônica do Brasil, como uma opção para problematizar o que se ensina e se aprende na formação do professor dessa área. As análises demonstram que as licenciaturas pesquisadas não têm priorizado as reflexões sobre o ensino de História e, praticamente, têm ignorado o debate sobre educação histórica durante o período de formação inicial dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article brings a reflection on the main themes of study that are taught and learned in the initial formation of the history teacher. It analyzes which themes appear in the compulsory subjects of history teaching to understand the place occupied by debates on historical education. To this end, curriculum matrices of the courses offered at federal universities located in the Amazon region of Brazil were used as an option to discuss what is taught and learned in the education of teachers in this field. The analysis show that the undergraduate degrees researched have not prioritized the reflections on the teaching of history and, practically, have been ignoring the debate on historical education during the period of initial teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo reflexiona sobre los principales temas de estudio que se enseñan y aprenden en la formación inicial del profesor de historia. Analiza qué temas aparecen en las asignaturas obligatorias de la enseñanza de la historia para comprender el lugar que ocupan los debates sobre educación histórica. Con este fin, utilizo las matrices curriculares de los cursos ofrecidos en las universidades federales, ubicadas en la región de Amazónica de Brasil, como una opción para discutir lo que se enseña y aprende en la educación de los maestros en esta área. Los análisis muestran que los cursos universitarios investigados no han priorizado las reflexiones sobre la enseñanza de la historia y, prácticamente, han ignorado el debate sobre la educación histórica durante el período de formación inicial del profesorado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Educação histórica]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente.]]></kwd>
<kwd lng="en"><![CDATA[History teaching]]></kwd>
<kwd lng="en"><![CDATA[Historical education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training.]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de historia]]></kwd>
<kwd lng="es"><![CDATA[Educación histórica]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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