2011-03-232011-03-232008-05-21NASCIMENTO, Sérgio Bandeira do. A formação de professores no curso de história da Universidade Federal do Pará: uma análise do projeto político pedagógico. Orientadora: Josenilda Maria Maués da Silva. 2008. 169 f. Dissertação (Mestrado em Educação) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2008. Disponível em: http://www.repositorio.ufpa.br/jspui/handle/2011/1767. Acesso em:.http://www.repositorio.ufpa.br/jspui/handle/2011/1767The present study presents as theme the teachers' formation and searches to investigate the following problem: which treatment is given to the teachers' formation to act in the basic education starting from the current political pedagogical project of the course of History at UFPA? We looked for understanding how is organized the curricular proposal of that course and how the formation is approached for the teaching in the referred PPP of this course. The investigation was constituted in a qualitative study with authors' of the history field theoretical subsidy, of the curriculum and of the educational formation. We adopted a documental analysis and we used official documents of NCE as NCG for the Degree courses in History and NCG for the courses of Formation of Teachers of the Basic and other Education levels with inclusion interns at UFPA to understand their influences on the PPP of the course investigated that carries the formative propositions for the professional of History in this ISE. In analysis to the PPP of the course of History verified that the formative perspective in the investigated course is anchored in the teacher-historian's formation, approaching the model of the teacher-researcher's formation extolled by NCG for Formation of Teachers. However, we didn't identify the ephistemolological and practical means for the execution of this purpose of educational formation in the configuration of the curricular structure, mainly for the development of researches on the education phenomenon. We also identified that the treatment of the pedagogic knowledge, indispensable in the educational formation to act in the Basic Education, appears in a secondary way in the curricular structure analyzed. Therefore, we inferred that the historical knowledge assumes the priority in the development of the investigated course stating that the importance of the formation concentrates on the historian, to the detriment of the teacher's formation.porAcesso AbertoCurso de HistóriaPará - EstadoEnsino superiorFormação de professoresEnsino fundamentalEnsino médioCurrículoBelém - PAAvaliação de cursoAmazônia brasileiraDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO