O COMPONENTE CURRICULAR HISTÓRIA DA EDUCAÇÃO NA PÓS-GRADUAÇÃO STRICTO SENSU EM EDUCAÇÃO: CAMINHOS PARA A FORMAÇÃO DE PROFESSORES

Abstract

This study aims to reflect on the History of Education curricular component as a foundation for teacher training. The object of analysis is problematized by the following guiding question: How does the History of Education curricular component contribute to teacher training in stricto sensu graduate programs? The objective is to analyze the importance of understanding the History and Memory of Education curricular component in graduate teacher training. This is a qualitative investigation, using exploratory bibliographic and documentary research (Gil, 2002; Minayo, 2002). Data collection was performed through bibliographic and document analysis. The results indicate that History of Education is a curricular component that opens up pathways for teacher training, having evolved for many years before becoming a field of research and being recognized as a social science. Therefore, the theme is directly linked to teacher training in the stricto sensu postgraduate context, as experiences and memories of the past cannot be erased by the so-called “new”, which is perceived through the liquidity of contemporaneity and which affects research in education.