Os saberes docentes dos egressos do curso de história da UFOPA: história oral de experiências didáticas

Abstract

The present study aims to investigate the teaching knowledge developed by graduates of the History Teaching Degree program at the Federal University of Western Pará (UFOPA) and its application in pedagogical practice. Using oral history methodology, interviews were conducted with graduates of the History program who work at different educational levels and modalities to understand how the knowledge acquired during their initial training is mobilized, adapted, and transformed in the daily classroom setting. The research is based on a theoretical framework grounded in the studies of Tardif (2000), who classifies teaching knowledge as heterogeneous and constructed throughout professional practice, and Monteiro (2001), who emphasizes the importance of mediation between theory and practice in the educational context. It also draws from Portelli (2016), who values the subjectivity of narratives and the interaction between researcher and narrator, as well as Meihy and Holanda (2014), who highlight memory and individual testimony. This methodological approach allowed for the exploration of subjective aspects and the unique experiences of teachers, broadening the understanding of the relationship between theoretical training and educational practice. The results indicate that teaching knowledge encompasses theoretical, pedagogical, and experiential components. Although initial training provides a solid foundation, the interviewees emphasized that daily practice requires constant adaptation to the specific conditions of teaching, such as the lack of teaching resources, the cultural and social diversity of student groups, and the challenges posed by structural limitations in schools. Among the reported examples, the use of innovative and creative methodologies stands out, such as the creation of Abayomi dolls and the incorporation of local historical narratives, which promote a more meaningful and contextually relevant History education. The research also highlights the importance of experiential knowledge, which develops through the challenges encountered in daily professional life. Despite these challenges, moments of professional fulfillment were noted, particularly when pedagogical practices sparked student interest and engagement. In conclusion, teaching practice requires constant mediation between theory and practice, with teachers acting as both mediators and creators of knowledge. Keywords: