UTOPIAS NA DOCÊNCIA EM HISTÓRIA: DIÁLOGOS COM PROFESSORES FRANCESES

Abstract

This text aims to explore some histoire-géographie teachers’ discourses about history teaching and expressed in editorials of two French journals published by teachers’ societies: Historiens & Géographes and Les Clionautes (1998-2016). We discuss political and educational utopias to deepen the understanding about the discourses surronding history teachers’ education in Brazil. We chose editorials that addressed history teachers’ education and expressed political and educational utopias.This article considers the concept of utopia as narratives founded on the criticism of the present time that forecast better futures, based on the Principle of Hope by Ernst Bloch. The analysis identified multiple categories, and, in this article, we focused on didactics and the role of history on student’s future. The dialogue with those French journals, written by histoire-géographie teachers, showed that the focus on utopias weakens the dichotomy between theory and practice – although these are typical on history teachers’ education in Brazil. When history teachers are instigated to talk about their dreams, perspectives and professional responsibilities, the focus shifts from the repetition of statements about history teachers’ education towards new paths, instigated by the approach between students and History, in the life of classroom.