Uruguay: 60 años de trayectoria en la formación de profesores de historia

Abstract

This paperattemptsto look into the current situation of training of history teachers in Uruguay, in the context of a six decade evolution since its first class. It intends to focus on the syllabus' main features and how this set of provisions interact both with teachers bringing them into reality as well as with the students that perceive the institution as an a scenario for professional development. This work is also concerned with the particular relationships maintained by three protagonists on the field of history teachers‘ training: the mentor teacher, who receives the student teacher in their school classroom for two years of the program of studies; the Didactics of History teacher, who plays a two-fold role at the School of Teachers (regular teaching and supervising students working along mentor teachers), and finally, the student teachers‘ situation is taken into account: at the same time teachers and students and guided by their mentor teacher as well as their Didactics of History teacher.