Diz-me o que aprendes, dir-te-ei que professor podes ser... a formação dos professores de História em Portugal

Abstract

This article assumes that it is possible to know the training of History teachers from the analysis of what they learn and how they learn, in their initial training, within the scope of the master's in History Teaching in the 3rd Cycle of Teaching Basic and in Secondary Education. Thus, from the analysis of the programs of the curricular units in the area of specific didactics and the documents related to the evaluation and accreditation process of the study cycles, we tried to outline profiles and design training paths for teaching in all higher education establishments that ensure professionalization in History. The access to differentiated documentation as to its nature allowed the use of diversified methodologies. The analysis of the curricular units' programs resorted to the identification of key words or structuring concepts that would allow the definition of categories that would organize the main conclusions. Reading the different reports that result from the evaluation and accreditation process of the study cycles allowed a different approach: we decided to analyze the individual process of each teaching establishment, from the "zero grade" until the moment of the second accreditation. The main conclusions point to a) the concern with training flexible history teachers, capable of adapting to current and future needs, committed to building knowledge and linking research with practice; b) the need for investment by university institutions in hiring specialized teaching staff; c) the importance of diluting the subjectivity that arises from the constitution of different teams in the evaluation of study cycles, through prior discussion of the contexts and measures to be applied, before the release of the preliminary report of the Comissão de Avaliação Externa.