Entre a educação bancária e um ensino de história crítico: percepções de professores/as sobre o ensino de história da rede de ensino particular de Uberlândia/MG (1996-2019)

Abstract

Our research sought to reflect on the perceptions of teachers about the teaching of History, in High School and pre- university courses, in the private education network of Uberlândia-MG. We seek to understand what it is like to be a History teacher in the private education system of Uberlândia and how these teachers act in an attempt to overcome a banking education towards helping in the development of a critical-genetic historical consciousness with their young students. Our documentary corpus was composed of legal norms, bibliographic references and interviews with teachers who worked or work in the private education network in the city of Uberlândia/MG. In order to achieve our objectives with the research, we divided it into three chapters. In the first chapter we trace a brief history of our interviewees about how they arrived at teaching, especially the discipline of History. We also discuss their perceptions about the training process (we also launched an analysis of the constitution of the History course at the Federal University of Uberlândia) and reflections on their working hours and relationships with institutions. In the second chapter we analyze how these teachers act between a banking education and a critical education, trying to understand which roles they intend to fulfill, as well as their anxieties within this process. In the last chapter, we analyzed how changes in legislation and selective systems interfere in the performance of these History teachers. We thus try to bring an inside-out look at the teaching of History in private schools in Uberlândia-MG.