History teaching practices. Teacher memories narratives and experiences in the past and present

Abstract

In the initial training of teachers in History, specific didactics, residency and teaching practices constitute founding moments, experiences that generate memories. The article that we present rescues experiences and memories, made explicit in the form of narratives about the period of completion of our residences, when we were studying the Faculty in History.Currently we are teachers of the chairs “General and Special Didactics” and “Organization and didactics of secondary education with teaching practices. History” at the Faculty of Philosophy and Letters of the National University of Tucumán.Our autobiographical stories arise in three generational moments. One marked by state terrorism, the second by the 2001 crisis and the last, closer to the present, crossed by a State that expanded rights.In some aspects, the narratives reveal dissimilar conceptions that could reflect, in a latent way, epistemic requirements of current teaching in the stages in which we pursued the degree, as well as life stories that flow in our autobiographies. Writing them meant a reconstruction of what was lived, a reflection on our teaching practices, a powerful way to approach and understand them (Souto, 2016). Our purpose, which implies an act of self-recognition, is intended to generate teaching and learning spaces on teaching practices in History, since they will be shared with the residents, students of the Faculty.The research that we present is of a qualitative, hermeneutic nature, from an autobiographical narrative approach and is developed within the framework of the PIUNT 2023 project “The construction of didactic knowledge of students in the residence and teaching practice of letters majors, history and theater. A narrative biographical inquiry”