Conceptions of history teaching and teacher training in the Scholarship Program of Initiation to Teaching (PIBID History). Paraná, Brazil (2011-2017)

Abstract

This article aims to present the results of a research that analyzed the conceptions about history teaching and teacher education reflected in the actions of the PIBID (Institutional Program for Initiation to Teaching Grants) groups in History, in the State of Paraná, in Brazil, from 2011 to 2017. For this purpose, the research sources were the institutional subprojects sent to CAPES, the academic productions of the participants, and the content of the websites/ blogs/ fanpages. These sources were analyzed through the policy cycle approach (context of influence, context of text production and context of practice), showing that of the fifteen subprojects, there are similarities and dissonances between theoretical and methodological approaches; distinct preponderant themes (cross-cutting themes, African and Afro-Brazilian history, indigenous history, local history, and contents foreseen in the supervisors' annual planning), and different conceptions about PIBID. As main results, it was possible to perceive the role of the coordinators in the execution of PIBID, since it did not have a single determination arising from the text of the educational policy, and the different conceptions of Teaching History, even within the same State, as well as their possibilities and limitations as public educational policy.