ABSTRACT:
This text explores discourses of histoire-géographie teachers about teaching in History expressed in editorials of two journals published by French teaching associations: Historiens & Géographes and Les Clionautes (1998-2016). The political and educational utopias perceived in these documents are problematized in order to complexify the look at the discourses that run through the training of history teachers. The editorials that dealt with history teacher education were selected, highlighting those that, in some way, expressed political-educational utopias. Utopias are understood as narratives based on criticism of the present time and that project better futures, in the wake of Ernst Bloch's Principle of Hope. The analysis has allowed us to identify several categorical ones, and in this article the focus is on didactics and the role of History in the future of students. Dialoguing with French journals, written by basic education histoire-géographie teachers, evidenced that the focus on utopias makes the dichotomies between history and teaching unimportant. It is concluded that when history teachers are provoked to talk about their dreams, perspectives and professional responsibilities, attention shifts from the repetition of the most frequent statements towards other paths, always unpublished, provoked by encounters with students and history, in the life of the classroom.
Keywords:
History teaching; utopias; teachers’ education
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Source: message on the social network Twitter, posted by the then mayor of Béziers, on October 30, 2015. Available at: https://is.gd/urrlNn. Accessed on: 5 Nov. 2020.