TEACHING PRACTICE IN HISTORY IN PANDEMIC TIMES

PERCEPTIONS FROM LICENSORS

Abstract

The objective of this article is to reflect on the teaching of History from the experience carried out with academics of the Undergraduate Course in History / UFPR during the development of the Teaching Practice course in the academic year of 2020. As a part of the activities of that course, monitoring of remote classes was offered by the State Department of Education of Paraná (SEED-PR) as well as the systematization of records through the field diary. For the reflections of this article, we will approach the observations made by the licensors themselves about remote classes focused on the Final Years of Elementary School and for High School. From this material, here understood as a source, we intend to discuss the graduates' perceptions about the teaching-learning process, considering the methodological debate present in the classes that were observed. As a result, we point out the presence of the quantity x quality dilemma (deepening, problematization) of content; the way of mediating academic knowledge and historical school knowledge and the mnemonic characteristic of the activities proposed in remote classes, to the detriment of problematizations that consider licensors' arguments when relating to historical knowledge. For the analysis of these questions, we used as a reference the contributions of Pierre Bourdieu, especially the concepts of habitus and field, those of the field of Historical Education with Jörn Rüsen, to reflect on the formation of historical consciousness and those of Ana Zavala, to think the teaching practice and the meaning of these observations in the initial formation of History teachers.