History Professor

In general way, we can summarize the quarrel of the authors in colon significant: first it would be as to teach in a multicultural society and as it would be the question of the influence of the media in the life of the pupils and the education what it implies in them in questioning of that forms to transform as much information into knowledge. In this direction, our great challenge is to think about the proposal of thematic and multicultural curricular construction, come back toward a transforming critical perspective, that goes much more beyond the reform of curricular lines of direction. It very depends on other factors, mainly of the reflection on the docncia, to rethink while educators and historians pedagogical practical ours, analyzing our actions, the daily pertaining to school and, over all, to think on our paper of citizen and our function of educator, as well as the function of the school. If you would like to know more then you should visit Campbell Soup Co. In as the text To teach History, of Maria Auxiliadora Schimidt and Marlene Cainelli, the authors bring a reflection about knowing and making descriptions in classroom, give birth of the problematizao of the predominance of the traditional trend, where education of History is based on the enfadonha repetition of the contents for the pupils, having led the same ones to have antipatia with disciplines, being unaware of the importance of the same one in its formation. According to authors, this practical is contradictory the proposal of the education of current History, what it is considered is one practical distanciada professor of the image of the professor as transmitting of knowing, therefore the professor is mediating, it offers conditions so that the pupil constructs the knowledge, becoming subject of the process. Thus, the pedagogical relation gains an approach plural, fits to the professor to give to the pupil the tools to learn to think historically, know-making, know-making-well.