THE KNOWLEDGE OF HISTORY TEACHERS IN YOUTH AND ADULT EDUCATION: TEACHER EDUCATION, EXPERIENCE, AND TEACHING PRACTICE

Abstract

History teaching in Youth and Adult Education, constitutes a field of research that requires consideration of the specificities of the subjects who participate in this educational modality, particularly their social, educational, and work-related experiences. In this context, the study examines how the educational and professional trajectories of History teachers influence their conceptions and teaching practices, as well as the construction of school historical knowledge in EJA. The research aims to analyze the different conceptions of History teaching present in the professional trajectories of teachers working in this modality, seeking to understand the knowledge mobilized in pedagogical practices and its relationship with students’ experiences. Adopting a qualitative approach, the study involved four History teachers working in EJA. Data were produced through semi-structured interviews and a focus group. The results indicate that teachers’ professional trajectories constitute an important dimension in the construction of knowledge and practices related to History teaching, articulating teacher education, professional experience, and everyday school life.