What are the effects of a teacher's specific preparation for professionally working with history on his/her historical consciousness? This paper presents the results of research developed at the Pos-Graduation Program in Education, between 2005 and 2007. The constitution of history teachers' identities was investigated from the axle of historical consciousness building. The basis for investigation was the relationship with historical knowledge, with political stands and with religiousness. The theoretical foundations were drawn from the works of Rüsen and Heller. The methodology involved the collection of oral or written depositions aiming at the production of specific narratives destined to survey historical consciousness characteristics, as well as open and multiple-choice questionnaires. The results indicate that, among other data, education in history leads to historical meaning production patterns concentrated on the genetic and critical modes, but also that a subject's life story is the main individual variation factor for those patterns.
teachers' education; historical consciousness; memory; oral depositions
