Formação docente em História na UFS : uma análise curricular e as contribuições do Programa Licenciandos(as) na Escola – PROLICE

Abstract

The present study examines the curriculum of the Bachelor's Degree in History at the Federal University of Sergipe with teaching certification, using its Political Course Project as the basis for research. Furthermore, the importance of teacher training policies for the graduation of new educators is also a fundamental part of this analysis. Initially, a reflection was conducted on the meaning and theories of the curriculum, as discussed in Gabriel (2019) and Silva (1999), aiming to situate this research within the field of curriculum studies and present the guiding questions. Subsequently, the methodology used for its development was outlined, highlighting tools such as Heuristics, Hermeneutics, and Discourse Analysis. Following this, the Political Course Project of the History program at UFS was examined in dialogue with authors such as Caími (2006), Cerri (2009, 2020), Julien (2011), Freitas and Oliveira (2013), and Monteiro and Penna (2013). Afterward, the "Programa Licenciando (as) nas Escolas” and the workgroup "Invertendo a Sala de Aula em História" were introduced, based on official program documentation and annual publications of students' experience reports. Finally, an analysis was conducted on the pedagogical practices carried out by the members of the aforementioned workgroup, as documented in the experience reports, in dialogue with the ideas of Bittencourt (2008), Cellard (2008), Martins (2019), and Rüsen (2001).