Formação cidadã na educação básica: as concepções dos professores no ensino de história

Abstract

History as a school subject has a fundamental role in the articulation of inherent knowledge about the relationship between the past and the present. This phenomenon, which has resources such as the textbook, an instrument whose challenge is to contribute to the formation of the student. The issue of training for citizenship is present in our Constitutional Charter of 1988, understood as the active and conscious participation of the individual in society. Considering the aspects presented, the objective of this research is to analyze how the teaching of History and the History textbook contributes to the process of citizen formation of the students, observing if the dimension that education has in the construction of an egalitarian, participatory society is worked on. and with access to the same rights and duties. From this, the questioning of the research is to understand how the teaching of History and the teaching performance of this discipline have contributed to the citizen formation of students in basic education. The research is justified by the importance that the discipline of History has for the formation of the student himself in front of his environment, an apparatus to better understand himself as a subject who is in the formation of his own identity and that will give meaning to his knowledge of world in which the teacher becomes the mediator of this process. Our study is characterized as a research with a qualitative approach, having as procedures for data collection bibliographic research, documental research and the use of interviews with teachers of the discipline of History in the public school system, who work in the elementary school of the School Mendes de Oliveira State, located in the city of Congonhal, state of Minas Gerais.

The research results showed that the teacher's role is increasingly fundamental in the teaching- learning process, considering the contribution to the citizen formation of the students, in

addition, it was noticeable that public policies that materialize in regulatory documents and teaching materials do not fully comply with precision in teaching support. As a result of the research results, a course was proposed as an educational product, integrating a dynamic in the process of building knowledge and mechanisms capable of developing the professional and personal training of teachers.