<\/p>\n
<\/p>\n
Link Capes:<\/strong> <\/span>http:\/\/www.capes.gov.br\/sala-de-imprensa\/noticias\/7608-dezoito-universidades-aderem-ao-profhistoria<\/span><\/a><\/span><\/p>\n Coordinator:<\/strong> Prof. Maur\u00edcio Barreto de Alvarez Parada See the notice :<\/strong><\/span> http:\/\/www.profhistoria.uerj.br<\/a><\/span><\/p>\n <\/p>\n <\/p>\n \u00a0<\/strong><\/span><\/p>\n This is a stricto sensu<\/em> graduate program in the teaching of history. Accredited by CAPES and the Ministry of Education, it consists of a 2-year course with an inter-institutional structure and it is offered nation-wide. It leads the student to the Master\u2019s Degree in the Teaching of History. Its main goal is to establish itself in the medium run as an important tool in the continued education of elementary level teachers in Brazil, providing graduates with certified qualifications to exercise the profession of history teacher.<\/span><\/p>\n PROFHIST\u00d3RIA<\/em> is under the coordination of the Federal University of Rio de Janeiro and is made up of Local Academic Boards which bring together institutions of higher education in several states of the federation, known as associate institutions. PUC-Rio is the only private university among the associate institutions integrating the program.<\/span><\/p>\n PROFHIST\u00d3RIA<\/em> seeks to develop articulation strategies between undergraduate and graduate programs and between elementary and higher education, stressing the meaningful role the university can perform in formulating and executing public policies for training elementary and middle school teachers. In this sense, it seeks to promote university activities beyond their traditional role in the early training of teachers by intervening in the continued education of teachers through the Professional Master\u2019s Program, thus aiming towards promoting a significant social impact.<\/span><\/p>\n <\/p>\n <\/p>\n Teachers are accepted into PROFHIST\u00d3RIA<\/em> and scholarships are distributed by means of a National Acceptance Examination based on a program whose contents are previously defined and publicized through a public announcement.<\/span><\/p>\n The National Acceptance Examination consists of a single test given simultaneously at least once a year by the Local Academic Boards in the premises of the Associated Institutions. The norms presiding the National Acceptance Examination, the requirements for enrollment, the schedules and locations for the exams, the number of places available in each associated institution and the criteria for grading are defined in a public announcement by the National Academic Board.<\/span><\/p>\n The place candidates obtain in the National Entrance Examination determines both the approval and selection of teachers, and also the distribution of scholarships, in accordance to the requirements determined by the sponsoring agencies. The availability of places offered by Local Academic Boards is considered separately.<\/span><\/p>\n In order to be eligible for enrollment in the PROFHIST\u00d3RIA<\/em> program, candidates must have a Licentiate diploma accredited by the Ministry of Education with concentration in the discipline History in Elementary Education that meets the requirements put forth by PROFHIST\u00d3RIA<\/em>\u2019s National Entrance Examination.<\/span><\/p>\n Teachers will be enrolled in the Associated Institutions in charge of issuing the Master\u2019s in the Teaching of History diploma once all requirements for the conclusion of this course are met.<\/span><\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Description: <\/strong>How can the knowledge of history contribute towards thinking the relationship between past \/ present \/ future, influenced by remembrance, by forgetting and by the expectations from individuals and groups, taking into account that to remember and to forget are integral aspects of life in society, of cultural identities and of political association? Starting off with this question, the graduate studies with emphasis on the Teaching of History addresses two complementary demands: On the one hand there is the demand to reflect upon school teaching, taking into account the schools\u2019 body of knowledge, its practices, and their relationship with the discipline. On the other hand, there is the need to understand the multiple ways of teaching and learning history in contemporary society beyond what is offered in school, creating a critical tension vis-\u00e0-vis both professional historiography and the teaching of the discipline at its different levels. Those demands stem from the current move toward memory and the struggle for rights, added to the tensions over the dispute between writing and teaching history, which have been diversifying its forms and promoting multiple ways of using (and abusing) the past. It is incumbent upon professionals in the field to probe this complex movement and the various resources proper to gaining historical knowledge so as to understand the historicity of experience and the many ways of writing and teaching History.<\/span><\/p>\n <\/p>\n \u00a0<\/strong><\/span><\/p>\n 1) Forms of Historical Knowledge in Schools<\/strong><\/span><\/p>\n Description:<\/strong> This line researches the processes of teaching and learning history, taking into account the specificities of the knowledges and practices the school mobilizes. The focus falls on the educational conditions to which teachers and students are subject and on the practice of history teaching at school, conceived as a locus of production and transmission of contents, and which meets parameters for organizing and classifying historical knowledge by means of a curriculum. Such curriculum is understood as historically constituted knowledge, that is, as a form of social and disciplinary regulation.<\/span><\/p>\n \u00a0<\/strong><\/span><\/p>\n 2) Historical Languages and Narratives: Production and Dissemination<\/strong><\/span><\/p>\n Description: <\/strong>This line researches the problem of language and historical narrative, taking into account varied sources such as books, movies, TV shows, websites, maps, photographs, and so on. Starting by questioning the use of language, the aim is to produce materials for educational use considering, among others, the possibility of scientific dissemination of history.<\/span><\/p>\n \u00a0<\/strong><\/span><\/p>\n 3) Historical Knowledge in Different Spaces of Memory<\/strong><\/span><\/p>\n Description:<\/strong> This line researches the production and learning of history in non-school environments such as museums, theaters, cultural centers and the urban space in general. History is identified in this context as a socio-cultural reference practice. Research in this line focuses on the various forms of representing and using the past in public spaces with different characteristics from those observed in school. Examples of objects of study include historical tourism, monuments, civic feasts and exhibitions.<\/span><\/p>\n \u00a0<\/strong><\/span><\/p>\n <\/p>\n <\/p>\n The Project\/Dissertation must aim both to translate what the student learned along the coursework and<\/em> to produce knowledge that can be disseminated, analyzed and used by other area professionals within the different contexts where different forms of representing the past are mobilized.<\/span><\/p>\n Despite its final format, this project must<\/em> incorporate the three dimensions studied throughout the course:<\/span><\/p>\n The final product may take a variety of formats such a dissertation text, a documentary, an exhibition, didactic material, an intervention project for a school, museum or similar venue, as long as it incorporates the three dimensions described above.<\/span><\/p>\n The dissertation be carried on and evaluated in two stages:<\/span><\/p>\n The first stage corresponds to the qualifying examination, which consists of the presentation and examination of the dissertation project, which must include the critical and analytical components of the course. This will take the form of a scholarly text that must include a statement and justification of the theme and the problem the research is tackling; the goals of the project and the chosen theoretical interlocutions; the plan which justifies the format of the projected dissertation. This stage should be ready by the end of the third semester, at which time the student will submit the paper to and discuss it with a committee made up of three professors, one of them being the student\u2019s advisor.<\/span><\/p>\n The second stage corresponds to the dissertation proper, in a format to be determined in dialogue with the advising professor. The deadline for examination is the end of the fourth semester of the course. The thesis examination consists of an oral viva open to the general public by a committee of three PhD-holding professors, one of them being the adviser, and at least one other being a professor from outside the Associated Institution.<\/span><\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n 102-400<\/a> <\/p>","protected":false},"excerpt":{"rendered":" Professional Master’s Degree in the Teaching of History Link Capes: http:\/\/www.capes.gov.br\/sala-de-imprensa\/noticias\/7608-dezoito-universidades-aderem-ao-profhistoria Coordinator: Prof. Maur\u00edcio Barreto de Alvarez Parada See the notice : http:\/\/www.profhistoria.uerj.br See here the completed dissertations TEACHING BODY PROFHIST\u00d3RIA Introduction \u00a0 This is a stricto…<\/a><\/br>Leia mais.. <\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":18,"menu_order":20,"comment_status":"open","ping_status":"open","template":"page-templates\/full-width.php","meta":{"footnotes":""},"yoast_head":"\n
\n<\/span><\/p>\nSee here<\/a> <\/span>the completed dissertations<\/span><\/h5>\n
TEACHING BODY PROFHIST\u00d3RIA<\/a><\/b><\/span><\/h5>\n
Introduction<\/strong><\/span><\/h3>\n
Teacher\u2019s Enrollment: timetable and criteria<\/strong><\/span><\/h3>\n
Areas of concentration and lines of research<\/strong><\/span><\/h3>\n
Area of concentration: The teaching of history<\/strong><\/span><\/h4>\n
Lines of Research<\/strong><\/span><\/h4>\n
End of Course Project \/ Master\u2019s Dissertation<\/strong><\/span><\/h3>\n
\n
Institui\u00e7\u00f5es Parceiras<\/span><\/h3>\n
No Rio de Janeiro<\/span><\/strong><\/h4>\n
Universidade Federal do Rio de Janeiro \u2013 UFRJ (Coordena\u00e7\u00e3o Nacional)<\/span>
\nPontif\u00edcia Universidade Cat\u00f3lica do Rio de Janeiro \u2013 PUC-Rio<\/span>
\nUniversidade do Estado do Rio de Janeiro \u2013 UERJ<\/span>
\nUniversidade Federal do Estado do Rio de Janeiro \u2013 UNIRIO<\/span>
\nUniversidade Federal Fluminense \u2013 UFF<\/span>
\nUniversidade Federal Rural do Rio de Janeiro \u2013UFRRJ<\/span><\/h5>\nNos Demais Estados<\/span><\/strong><\/h4>\n
Universidade do Estado de Santa Catarina \u2013 UDESC<\/span>
\nUniversidade Federal de Santa Catarina \u2013 UFSC<\/span>
\nUniversidade Federal de Santa Maria \u2013 UfSM<\/span>
\nUniversidade Federal do Rio Grande \u2013 FURG<\/span>
\nUniversidade Federal do Rio Grande do Sul \u2013 UFRGS<\/span>
\nUniversidade Federal de Tocantins \u2013 UFT<\/span>
\nUniversidade Estadual de Maring\u00e1 \u2013 UEM<\/span>
\nUniversidade Estadual do Mato Grosso do Sul \u2013 UEMS<\/span>
\nUniversidade Estadual de Ponta Grossa \u2013 UEPG<\/span>
\nUniversidade do Estado da Bahia \u2013 UNEB<\/span>
\nUniversidade do Estado do Mato Grosso \u2013 UNEMAT<\/span>
\nUniversidade Estadual do Paran\u00e1 \u2013 UNESPAR<\/span>
\nUniversidade Estadual de Campinas \u2013 UNICAMP<\/span>
\nUniversidade Regional do Cariri \u2013 URCA<\/span>
\nUniversidade de S\u00e3o Paulo \u2013 USP<\/span>
\nUniversidade Federal de Minas Gerais \u2013 UFMG<\/span>
\nUniversidade Federal do Mato Grosso \u2013 UFMT<\/span>
\nUniversidade Federal do Paran\u00e1 \u2013 UFPA<\/span>
\nUniversidade Federal de Pernambuco \u2013 UFPE<\/span>
\nUniversidade Federal do Paran\u00e1- UFPR<\/span>
\nUniversidade Federal do Rio Grande do Norte \u2013 UFRN<\/span>
\nUniversidade federal do Sergipe \u2013 UFS<\/span>
\nUniversidade Federal do Amap\u00e1 \u2013 UNIFAP<\/span>
\nUniversidade Federal de S\u00e3o Paulo \u2013 UNIFESP<\/span><\/h5>\n
\n70-532<\/a>
\n350-001<\/a>
\nVCP550<\/a>
\nADM-201<\/a>
\nCRISC<\/a>
\n70-532<\/a>
\n300-209<\/a>
\n640-692<\/a>
\n300-075<\/a>
\n300-075<\/a>
\n200-125<\/a> \u00a0,
\n200-125<\/a> \u00a0,
\n200-125<\/a> \u00a0,
\n300-101<\/a>
\n300-075<\/a>
\n210-260<\/a><\/p>\n<\/div>\n