History Teaching and teachers' education: educators' narratives

This article aims at investigating the History educator profession through their narrative. In this research we tried to relate the educator initial formation with his/her perception of teaching. In this way, we interviewed History teachers from public schools in the city of Santa Maria, RS, using as methodology their oral life stories. The research showed that the initial formation plays a central role in building their theoretical positions, teaching practices and professional identity. The main criticism revealed by the narratives about their initial education was related to the dichotomy between theory and practice. However, the educator's perception about his/her profession is not restricted to formal education processes, being influenced by personal and professional experiences and, it is originated at the life history of the respondents: in choosing the profession and in the image one has, a priori, of teaching. Based on these considerations we point out the need to revise paradigms which guide the practices of History teachers' education.