%0 Journal Article
%T A FORMA  O DO PROFESSOR-PESQUISADOR DE HIST車RIA. TRAINING OF THE HISTORY TEACHER-RESEARCHER
%A Crislane Barbosa Azevedo
%J Revista Eletrˋnica de Educaˋˋo
%D 2012
%I 
%X Neste artigo refletimos acerca de um processo de forma  o de professores de Hist車ria tomando por base a promo  o de pesquisas em educa  o, bem como acerca da importancia de parte das atividades de est芍gio supervisionado ser desenvolvida sob a forma de pesquisa. Partimos do pressuposto b芍sico da necessidade e da viabilidade da forma  o do professor-pesquisador. Com base em pesquisa bibliogr芍fica, refletimos sobre a orienta  o te車rica relativa 角 pesquisa educacional, com 那nfase na pesquisa do tipo etnogr芍fico, bem como com direcionamentos pr芍ticos na defini  o do l車cus da pesquisa (escola campo de est芍gio) e na elabora  o dos projetos de investiga  o de licenciandos, tendo como foco o ensino de Hist車ria. A inicia  o 角 pesquisa sobre o cotidiano escolar durante a forma  o docente inicial 谷 condi  o relevante para a promo  o do professor reflexivo. Verificamos que por meio de uma proposta de forma  o docente, baseada na pesquisa educacional, os futuros docentes experimentam o lugar de participantes de um saber que se constr車i e reconstr車i a todo o instante e compreendem a complexidade do seu campo de trabalho. Contudo, tal proposta de forma  o 谷 permeada de desafios. Mas, os resultados positivos mostram-se reais, a exemplo da promo  o de reflex es e aprendizagens coletivas nas escolas onde atuam, ainda durante o curso de forma  o inicial.This article examines a training process of History teachers based on the promotion of research in education, as well as the importance of part of the supervised work activities being developed as research. We start from the basic assumption that teacher-researcher training is necessary and viable. Based on a bibliographic research, we discussed the theoretical orientation of educational research with emphasis on ethnographic research, as well as with practical directions in defining the locus of the research (training field school) and in the elaboration of research projects by undergraduates that focus on History teaching. The beginning of research on school everyday during the initial teacher training is a relevant condition for the promotion of a reflective teacher. We found that through a proposal for an educational research-based teacher training, the future teachers experiment the place of participants of a knowledge that builds and rebuilds itself at every moment and understand the complexity of their field. However, this training proposal is filled with challenges. Nevertheless, the results prove to be positive, such as the promotion of collective reflection and learning in schools where they work still during the
%K Forma  o docente
%K Pesquisa educacional
%K Ensino de Hist車ria
%K Professor-pesquisador
%K Teacher Training
%K Educational Research
%K History Teaching
%K Teacher-researcher
%U http://www.reveduc.ufscar.br/index.php/reveduc/article/viewFile/204/192