História da educação e formação de professores

Abstract

In thepast 30years, the history of education in England, asin many other countries, has been excludedfrom the teacher education curriculum. This has significant implicationsfor the nature of teacher education in terms ofthe relationship between practice andtheory. This study evaluates the change ofposition ofthe history of education as afield ofresearch and study in relation to its contributions to teacher education. Basedon a review ofthe specializedliterature, we demonstrate that research in the history ofeducation has developed in an exemplary manner internationally, although the results have not reached teacher education programs. For this reason, teachers do not have a critical understanding ofthe history ofthe teaching profession and ofpedagogy and education in general. Thisparadox, which involves the growth ofresearch about the history ofthe teaching profession among specialists -yet its absence in teacher college curriculums - is the main theme ofthis reflection. The article concludes that the recent study ofthe history of teaching has much to contribute to teacher education, and that the distance between this history and the curriculum at teacher college's must be overcome.