Narratives and historical culture in teacher training: What do students of History say?

Abstract

This article analyzes experiences and paths of students pursuing a Bachelor Degree in History at Universidade Federal da Grande Dourados (UFGD) through descriptive memorials starting from the identification of appropriation mechanisms and productions of past representations in teacher training in History. In researches about educational history, narratives have become an important resource to understand readings and uses of the past within the training of teachers. The autobiographical production by beginner teachers makes it possible to identify traces of historical culture forged by the social and cultural conditions from multiple places in the making and teaching of history, which implies considering not only the instruments that favor, give visibility and configure, but also those that silent, tense and jeopardize the defense of the right to the past and to be a History teacher in students’ everyday relationships.

Keywords: narratives, historical culture, teacher training, history teaching.