Dificuldade de berço? Professores de matemática no ensino médio: práticas, formação continuada e juventude

The present paper is focused on pedagogical practices and continued lecturing formation of High School Mathematic teachers. Knowing the essential importance of the teacher at the educational process since he/she is the mediator on knowledge gathering by the scholars and continued formation meaning on that process, we hereby propose to investigate and compare what Math teachers think about their professional role, the kind of continued formation they receive and their development on teacher s knowledge and doing; to gather and compare what do Math teachers know about young people at public and private schools and their demands and as which find out if they link with the way as their students are taught. To develop our comparative research, we chose a qualitative focus and an investigation of ethnographic type. We took as the subject four Math teachers that work with high school 1st and 2nd grades in public and private schools, morning and afternoon shifts and license titles. The research results reveal differences in structural matter between the spaces, but the comparisons between teacher doings and knowledge reveal that the differences refer to the sort of formation and how often do the teachers search for it. Nevertheless, the reports pointed to continued lecturing formation offering and consistence problems and these reflect on their work and on its basis. The knowledge about youth and adolescence, such as theoric and methodological knowledge that lead their practices, are revealers of teachers difficulties in developing their activities according to the target public and nowadays educational demands

Panama City Fisheries Resources Office: FY 2005 Annual Report

HIGHLIGHTS FOR FY 2005 1. Assisted with a study to assess hurricane impacts to Gulf sturgeon critical foraging habitat. 2. Documented Gulf sturgeon marine movement and habitat use in the Gulf of Mexico. 3. Documented Gulf sturgeon spawning with the collection of fertilized eggs in the Apalachicola River, Florida. 4. Documented Gulf sturgeon spawning with the collection of fertilized eggs in the Yellow River, Florida. 5. Assisted with benthic invertebrate survey at Gulf sturgeon marine foraging grounds. 6. Implemented Gulf Striped Bass Restoration Plan by coordinating the 22nd Annual Morone Workshop, leading the technical committee, transporting broodfish, and coordinating the stocking on the Apalachicola-Chattahoochee-Flint (ACF) river system. 7. Over 87,000 Phase II Gulf striped bass were marked with sequential coded wire tags and stocked in the Apalachicola River. Post-stocking evaluations were conducted at 45 sites in the fall and spring and 8 thermal refuges in the summer. 8. Completed fishery surveys on 4 ponds on Eglin AFB totaling 53 acres, and completed a report with recommendations for future recreational fishery needs. 9. Completed final report for aquatic monitoring at Eglin AFB from 1999 to 2004. 10. Completed a field collection of the endangered Okaloosa darter to be incorporated into a status review to be completed in FY06. 11. Provided technical assistance to the Region 4 National Wildlife Refuge (NWR) program on changes to the fishery conservation targets for the region. Also provided technical assistance to four NWRs (i.e., Okefenokee NWR, Banks Lake NWR, St. Vincent NWR, and St. Marks NWR) relative to hurricanes and recreational fishing. 12. A draft mussel sampling protocol was tested in wadeable streams in Northwest Florida and southwest Georgia, and an associated field guide, poster, and Freshwater Mussel Survey Protocol and Identification workshop were completed in FY05. 13. Implemented recovery plan and candidate conservation actions for 14 listed and candidate freshwater mussels in the Northeast Gulf Watersheds. 14. Initiated or completed multiple stream restoration and watershed management projects. A total of 7.5 stream miles were restored for stream fishes, and 11 miles of coastline were enhanced for sea turtle lighting. A total of 630 acres of wetlands and 2,401 acres of understory habitat were restored. 15. Conducted a watershed assessment to develop a threats analysis for prioritizing restoration, protection, and enhancement to natural resources of Spring Creek, Georgia and Canoe Creek, Florida. 16. Continued the formation of an Unpaved Road Interagency Team of Federal, State, and local agencies in Northwest Florida to promote stream protection and restoration from unpaved road sediment runoff. Began the development of a technical committee agreement. 17. Conducted Alabama Unpaved Road Inventory within the Northeast Gulf Ecosystem. Data collection will be completed during FY06. 18. Finalized the development of two North Florida hydrophysiographic regional curves for use by the Florida Department of Transportation (DOT) and others involved with stream restoration and protection. Initiated the development of the Alabama Coastal Plain Riparian Reference Reach and Regional Curves for use by the Alabama Department of Environmental Management (ADEM). 19. Provided technical assistance in collecting data, analysis, and thesis formulation with Troy University, Alabama, to identify the influence of large woody debris in southeastern coastal plain streams. 20. Completed pre- and post-restoration fish community monitoring at several restoration projects including Big Escambia Creek, Magnolia Creek, and Oyster Lake, Florida. 21. Established a watershed partnership for the Chipola River in Alabama and Florida and expanded development and participation in the Spring Creek Watershed Partnership, Georgia. 22. Continued to identify barriers which inhibit the movement of aquatic species within the Northeast Gulf Ecoregion. 23. Completed a report on road crossing structures in Okaloosa darter streams to guide the closure/repair/maintenance of roads to contribute to recovery of the endangered species. In cooperation with Three Rivers RC&D Council, fish passage sites identified in the report were prioritized for restoration. 24. Monitored Aquatic Nuisance Species in the Apalachicola River and tested the sterility of exotic grass carp. 25. Multiple outreach projects were completed to detail aquatic resources conservation needs and opportunities. Participated in National Fishing Week event, several festivals, and school outreach.

Inclusão escolar de alunos com autismo: quem ensina e quem aprende?

Apesar do recente incremento nas matrículas de alunos com autismo nas escolas comuns, sua participação nas atividades escolares e aprendizagem ainda constitui-se como um grande desafio para os educadores. Considerando as características dos alunos que apresentam o quadro diagnóstico de autismo, a principal demanda para os professores é saber como desenvolver, no cotidiano das escolas, estratégias de ensino que favoreçam o processo de inclusão e aprendizagem deste alunado. O objetivo principal desta pesquisa foi analisar o papel da Educação Especial como suporte ao processo de inclusão escolar através da investigação das práticas pedagógicas de duas professoras do ensino comum que tinham alunos com autismo em suas classes. O objeto de estudo foi o Projeto de Acompanhamento à Inclusão de Alunos com Autismo desenvolvido no município de Angra dos Reis, RJ. O referido projeto tem como propósito subsidiar as escolas comuns da rede pública municipal no processo de inclusão de alunos com autismo, mais especificamente no que se refere à ação docente. Trata-se de uma pesquisa qualitativa, em que a metodologia da pesquisa-ação foi utilizada em dois estudos de caso correspondentes a duas experiências de inclusão de alunos com autismo em classes comuns. Os dados foram coletados por meio de diferentes procedimentos como a observação participante, entrevistas abertas e semi-estruturadas e filmagem. Como resultados consideramos que o acompanhamento direto da Educação Especial ao professor regente, em sala de aula, é favorável à inclusão de alunos com autismo. A utilização de adaptações curriculares com a flexibilização das estratégias de ensino, e a criação de atividades individualizadas para o aluno relacionadas ao proposto para a classe como um todo também foram fatores cuja importância foi evidenciada. Outro dado relevante da pesquisa foi o envolvimento da gestão da escola como facilitador na promoção de inclusão de alunos com autismo. Ainda que obstáculos precisem ser superados, a pesquisa revelou que a inclusão de alunos com autismo na escola comum, com o suporte da Educação Especial, impulsiona a aprendizagem de todos os envolvidos. Destaca-se o progresso dos alunos com autismo, como resultado direto da formação continuada do professor da escola comum. A pesquisa aponta, ainda, a demanda de novos estudos no campo da Educação Especial que permitam desenvolvimento melhores práticas de suporte à inclusão escolar e o processo de escolarização, de modo geral, deste público.

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Análise de necessidades de formação: uma prática reveladora de objetivos da formação docente

In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs

A inclusão educacional de alunos com necessidades educacionais especiais frente ao aspecto atitudinal do corpo docente nos primeiros e sextos anos do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de professores e informática. Da falta de teoria à necessidade da prática: o caso de uma escola agrotécnica

O presente trabalho foi desenvolvido no intuito de identificar as razões das dificuldades enfrentadas pelos docentes no que se refere à utilização da informática na prática pedagógica, para poder propor a superação das mesmas e consequentemente contribuir para a consolidação da informática educativa nas atividades docentes. Com o desenvolvimento desta pesquisa foi observado que a própria prática pessoal da metodologia aplicada à disciplina “Informática Aplicada” do curso técnico em agropecuária indicava um bom caminho a superação de parte das dificuldades identificadas, embora até então esta prática estivesse dissociada de uma fundamentação teórica específica. Deste modo procuramos, através deste trabalho, formalizar alguns conceitos e sistematizá-los para que, uma vez identificada a raiz do problema, possamos propor uma metodologia de trabalho baseado na Pedagogia de Projetos que possa promover a superação das dificuldades. A analogia com o ciclo de desenvolvimento de softwares demonstrou que a adoção de um procedimento cíclico para o desenvolvimento de projetos de trabalho voltados para o uso da informática na prática docente representa uma boa ferramenta metodológica capaz de favorecer a reflexividade sobre as práticas docentes, promovendo a interdisciplinaridade e a transdisciplinaridade, transformando a informática educativa numa ferramenta de ligação entre as disciplinas, rompendo com a visão fragmentada de uma disciplina específica voltada apenas ao uso do computador e/ou apenas restrita ao laboratório de informática. Por fim, destacamos a necessidade da formação contínua e continuada dos docentes para a efetiva incorporação da informática educativa à sua prática pedagógica, pois, estando habilitados para o emprego das novas tecnologias e conhecendo como podem desenvolver projetos pedagógicos com elas, os docentes se sentirão encorajados em utilizá-las em ações curriculares escolares as mais criativas.

Formação continuada do professor: um estudo das contribuições do Programa Conhecer para Acolher para a prática pedagógica inclusiva

Este estudo está vinculado à linha de pesquisa Currículo e Formação de Professores, do Programa de Pós Graduação do Instituto de Ciências da Educação da Universidade Federal do Pará. Defini como objetivo geral analisar se a formação continuada de professores, desenvolvida no Programa “Conhecer para Acolher: capacitação de educadores para atuar junto a alunos com necessidades educacionais especiais no contexto da escola regular da Rede Pública Estadual do Pará”, trouxe contribuições para a prática pedagógica docente no processo de inclusão dos alunos com necessidades educacionais especiais em escolas públicas da rede estadual do Pará e como objetivos específicos identificar como os professores articulam o vivenciado no processo da formação com sua ação docente; avaliar que aspectos da formação podem ter favorecido (ou não) sua ação docente na perspectiva da inclusão e investigar se processo formativo gerou mudanças atitudinais nos professores. A investigação configurou-se como pesquisa qualitativa de abordagem descritiva, apoiada nos teóricos que discutem a formação de professores e inclusão, para compreensão dos fenômenos educacionais e do papel da formação continuada para a ressignificação das ações do professor no processo de construção da educação inclusiva. Foram sujeitos participantes quatro professoras que participaram da referida formação, selecionadas a partir dos critérios: participação na primeira formação do Programa, ocorrida em 2002; participação em módulo de aprofundamento; não ter participado de outras formações sobre educação especial/inclusão; ter no momento da pesquisa aluno com necessidades educacionais especiais em suas turmas. Elegi como instrumentos de coleta de dados a pesquisa documental e entrevista semi-estruturada. Considerando a importância da pesquisa como possível auxiliar em formações continuadas para o processo de inclusão educacional de alunos com necessidades especiais, para análise dos dados me apoiei nos constructos teóricos que são veiculados sobre a educação inclusiva e busquei pontos de interface entre esses constructos para a compreensão dos aspectos da complexidade que envolvem o processo de formação continuada de professores e seus reflexos na atuação profissional dos mesmos. A análise dos dados permitiu perceber que a formação proporcionou às professoras o repensar de suas práticas pela assimilação e uso dos conceitos teórico-práticos como recurso para sua ação, ao afirmarem que ativaram postura mais reflexiva, mais participativa em seu contexto profissional; ao se perceberem como mais sensíveis às diferenças que se manifestam em suas salas de aula; ao recorrerem a estratégias diferenciadas para efetivar o processo de ensino e se perceberem como co-responsáveis pela organização da inclusão educacional.

Formação continuada docente: o teatro de fantoches possibilitando reflexões em educação ambiental

Nesta pesquisa investigo as contribuições do teatro de fantoches, como proposta pedagógica na formação continuada docente em Educação Ambiental. O estudo foi realizado no espaço do Grupo de Pesquisa e Estudos em Educação Ambiental - GPEEA/ Sala Verde Pororoca com a participação de seis professoras do ensino básico. A metodologia empregada foi a qualitativa, do tipo pesquisa ação-participativa; para a coleta de dados trabalhei com quatro fontes: 1) o questionário, 2) a oficina, 3) o diário de bordo e 4) as entrevistas, realizadas para esclarecer dúvidas referentes às informações dadas pelas professoras. Para analisar os dados utilizei a técnica da triangulação metodológica. Constatei que o teatro de fantoches como estratégia para ensino-aprendizagem de saberes ambientais foram importantes em todas as etapas: 1) Na confecção dos textos cada história apresentou informações referentes às experiências profissionais e pessoais das professoras, 2) Na confecção dos fantoches porque foi utilizada uma metodologia considerada boa, barata e fácil de fazer, inclusive empregando materiais recicláveis e 3) Na apresentação dos fantoches, pois suas “falas” expressaram problemas presentes no cotidiano docente - o lixo, o consumismo, o desmatamento -, além de valores atitudinais. A utilização do teatro de fantoches como metodologia foi reconhecida, entusiasticamente, pelas professoras como viável na prática docente em todas as disciplinas, e o mais importante: com conotação diferente do lúdico pelo lúdico.

Formação continuada de professores: curso Melhor Gestão, Melhor Ensino em quatro escolas de Batatais - Diretoria de Ensino de Ribeirão Preto

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

Rifting process and formation mechanisms of syn-rift stage prolongation in the deepwater basin, northern South China Sea

Based on the latest seismic and geological data, tectonic subsidence of three seismic lines in the deepwater area of Pearl River Mouth Basin (PRMB), the northern South China Sea (SCS), is calculated. The result shows that the rifting process of study area is different from the typical passive continental margin basin. Although the seafloor spreading of SCS initiated at 32 Ma, the tectonic subsidence rate does not decrease but increases instead, and then decreases at about 23 Ma, which indicates that the rifting continued after the onset of seafloor spreading until about 23 Ma. The formation thickness exhibits the same phenomenon, that is the syn-rift stage prolonged and the post-rift thermal subsidence delayed. The formation mechanisms are supposed to be three: (1) the lithospheric rigidity of the northern SCS is weak and its ductility is relatively strong, which delayed the strain relaxation resulting from the seafloor spreading; (2) the differential layered independent extension of the lithosphere may be one reason for the delay of post-rift stage; and (3) the southward transition of SCS spreading ridge during 24 to 21 Ma and the corresponding acceleration of seafloor spreading rate then triggered the initiation of large-scale thermal subsidence in the study area at about 23 Ma.

A new approach for multi-agent coalition formation and management in the scope of electricity markets

This paper presents a new methodology for the creation and management of coalitions in Electricity Markets. This approach is tested using the multi-agent market simulator MASCEM, taking advantage of its ability to provide the means to model and simulate VPP (Virtual Power Producers). VPPs are represented as coalitions of agents, with the capability of negotiating both in the market, and internally, with their members, in order to combine and manage their individual specific characteristics and goals, with the strategy and objectives of the VPP itself. The new features include the development of particular individual facilitators to manage the communications amongst the members of each coalition independently from the rest of the simulation, and also the mechanisms for the classification of the agents that are candidates to join the coalition. In addition, a global study on the results of the Iberian Electricity Market is performed, to compare and analyze different approaches for defining consistent and adequate strategies to integrate into the agents of MASCEM. This, combined with the application of learning and prediction techniques provide the agents with the ability to learn and adapt themselves, by adjusting their actions to the continued evolving states of the world they are playing in.

Sedimentology and stratigraphy of the Lower Silurian Grimsby formation, in subsurface, Lake Erie and Southwestern Ontario

Since the first offshore Lake Erie well was drilled in 1941, the Grimsby and Thorold formations of the Cataract Group have been economically important to the oil and gas industry of Ontario. The Cataract Group provides a significant amount of Ontario's gas production primarily from wells located on Lake Erie. The Grimsby - Thorold formations are the result of nearshore estuarine processes influenced by tides on a prograding shelf and are composed of subtidal channel complexes, discrete tidal channels, mud flats and non-marine deposits. Deposition was related to a regressive - transgressive cycle associated with eustatic sea level changes caused by the melting and resurgence of continental glaciation centred in Africa in the Late Ordovician/Early Silurian. Grimsby deposition began during a regression with the deposition of subtidal channel complexes incised into the marine deposits of the Cabot Head Formation. The presence of mud drapes and mud couplets suggest that these deposits were influenced by tides. These deposits dominate the lower half of the Grimsby. Deposition continued with a change from these subtidal channel complexes to laterally migrating, discrete, shallow tidal channels and mud flats. These were in turn overlain by the non-marine deposits of the Thorold Formation. Grimsby - Thorold deposition ended with a major transgression replacing siliciclastic deposition with primarily carbonate deposition. Sediment was sourced from the east and southeast and associated with a continuation of the Taconic Orogeny into the Early Silurian. The fluvial head of the estuary prograded from a shoreline that was located in western New York and western Pennsylvania running NNE-SSW and then turning NW-SE and paralleling the present day Lake Erie shoreline. iii The facies attributed to the Grimsby - Thorold formations can be ascribed to the three zones within the tripartite zonation suggested by Dalrymple et ale (1992) for estuaries, that is, a marine-dominated facies, a mixed energy facies, and a facies that is dominated by fluvial processes. Also, sediments within the Grimsby - Thorold are commonly fining upwards sequences which are common in estuarine settings whereas deltaic deposits are normally composed of coarsening upwards sequences in a vertical wedge shape with coarser material near the head. The only coarsening observed was in the Thorold Formation and attributed to non-marine deposition by palynological evidence. The presence of a lag deposit at the base of the sediments of the Grimsby Thorold formations suggests that they were incised into the Cabot Head Formation. Further, the thickness of Early Silurian sediments located between the top of the Queenston Formation, where Early Silurian sedimentation began, to the top of the Reynales - Irondequoit formation are constant whether the Grimsby - Thorold formations are present or not. Also, cross-sections using a sand body located in the Cabot Head Formation for correlation further imply that the Grimsby Formation has been incised into the previous deposits of the Cabot Head.

Fondements épistémologiques et représentations sociales d’enseignants d’histoire du secondaire à l’égard de l’enseignement de l’histoire et de la formation citoyenne

Cette thèse s’intéresse aux fondements épistémologiques et à la vision que des enseignants d’histoire au secondaire entretiennent à l’égard de l’enseignement de l’histoire et de la formation citoyenne. La réflexion s’inscrit dans le contexte de la refonte des programmes d’enseignement de l’histoire qui engage dorénavant les maîtres d’histoire à éduquer à la citoyenneté démocratique. Ce projet éducationnel repose sur le postulat suivant : l’apprentissage de l’histoire, de sa pensée et de sa méthode permet de former des individus capables de réflexion critique autonome et informée. Cette vision de l’enseignement de l’histoire implique que les élèves s’exercent à la pensée historienne, à l’analyse des sources et à la construction d’interprétations historiques. Ce faisant, ils développeraient une compréhension du monde fondée sur la maîtrise de concepts et une pensée complexe, ce qui servirait de ce fait la citoyenneté. La recherche a par ailleurs démontré que les maîtres avaient recours à des méthodes pédagogiques plus traditionnelles (Charland, 2003; Martineau, 1997). C’est donc à des changements de pratiques qu’appelle le ministère de l’Éducation. Or un tel changement ne se déclare pas « d’en haut ». Les convictions des maîtres sont lentes à se transformer et ce sont elles qui déterminent la formation historienne et citoyenne que recevront les élèves. Nous en avons fait notre objet d’étude pour cette recherche en recourant à la théorie des représentations sociales. Nous avons adopté le modèle du noyau central (Abric, 1994) et celui des principes organisateurs qui permet d’identifier les relations existantes entre plusieurs représentations. Nous avons effectué une recherche exploratoire de type qualitative. Des entretiens individuels semi-dirigés d’une durée moyenne de 120 minutes ont été réalisés avec un échantillon comptant 18 enseignants d’histoire au secondaire de Montréal, de Québec et de communautés amérindiennes du Québec. L’outil de cueillette et d’analyse des données s’inspire grandement des développements méthodologiques réalisés par la recherche sur les représentations sociales (évocation hiérarchisée continuée ou limitée, schémas conceptuels) (Abric, 1994; 1997). Les résultats permettent d’identifier les fondements épistémologiques et didactiques, le contenu et la structure, de même que les relations existant entre les représentations de l’enseignement de l’histoire et de la formation à la citoyenneté. Ils ont également mis en lumière les convictions idéologiques et pédagogiques des maîtres d’histoire.