A ética nas políticas e práticas de formação inicial para a docência em história

Abstract

The objective of this research was to analyze how ethics has been incorporated into the National Curriculum Guidelines for teacher education, into the Pedagogical Projects of Undergraduate History Teaching Programs at the state universities of Paraná, Brazil, and into the process of initial teacher education in History. The theoretical framework was structured based on contributions from Anna Stetsenko regarding ethical-ontoepistemology and the Transformative Activist Stance; contributions from authors addressing ethics in its various dimensions (Adela Cortina, Angelo Cenci); and authors discussing teacher education in History (Selva Guimarães, Flávia Caimi). The methodology involved documentary research (analysis of the National Curriculum Guidelines of 2001, 2015, and 2019, and the Pedagogical Projects of Undergraduate History Teaching Programs from the universities involved in the research) and field research. The field research included eight semi-structured interviews with teacher educators working in Undergraduate History Teaching Programs at universities in the State of Paraná (Universidade Estadual de Ponta Grossa – UEPG, Universidade Estadual de Londrina – UEL, Universidade Estadual do Norte do Paraná – UENP, Universidade Estadual do Oeste do Paraná – UNIOESTE, Universidade Estadual de Maringá – UEM, Universidade Estadual do Centro Oeste – UNICENTRO, and Universidade Estadual do Paraná – UNESPAR). Some interviews were conducted in person, while others were held via Google Meet. Data analysis was conducted using the Grounded Theory. The main conclusions were as follows: a) ethics in initial teacher education in History is characterized by its silencing in official documents and practice; b) the existence of ethical dilemmas faced by higher education professors; c) the aspiration for ethical education for future History teachers; and d) the tacit social agreement that teachers hold moral authority. The study highlights the urgent need to incorporate the discussion and investigation of ethics and the professional ethics of History teachers, as well as to establish a methodological approach for ethical education during the initial years of Undergraduate History Teaching Programs, making it one of the foundational elements of the course.