O professor de história no ensino híbrido : formação, saberes e experiências nos anos finais do Ensino Fundamental

Abstract

This research investigates how the formation, knowledge and experiences of the History teacher are articulated in the context of Blended Education, in the final grades of Elementary Education, in a public school in the city of São Luís - MA. The choice of this proposal comes from professional experience in two private schools in São Luís-MA. The thematic choice of the study was justified by its topicality and relevance for the continuing education of the History teacher, in view of the process of self-regulation of their learning and knowledge. This approach builds educational practices, which, according to Ramos (2014), enable a conception of professional education committed to human development in the light of ontological and historical processes of appropriation of nature by man. The study focused on characterizing the initial and continuing training of History teachers at the COLUN university school in the city of São Luís-MA, considering the depth and direction of the conceptions of such teachers about their training, the implications of self-regulation were described. of learning in the educational practices of the teacher participating in the research in question. As an educational product, the course “Teaching History with the methodologies of Hybrid Teaching” was developed, available as continuing education for History teachers on Hybrid Teaching