In day 13 of May Gustavo Miragaia, History teacher graduated from the Degree in History at UNITAU participated as a guest in a class of the Specific Didactic Discipline in History Teaching of this same course. Gustavo Miragaia works in the public and private municipal education network in Taubaté and is a master's student in the Master's Program in Human Development at UNITAU in which he develops research on the Teaching of History in High School, topic of the class for which you were invited to participate, and social networks.
The invitation was made by Prof.. Drag. Rachel Duarte Abdala responsible for the discipline and who was Gustavo's teacher at graduation and is now his advisor in the master's degree. The approximation between teaching and research contributes significantly to the development of both dimensions of the university. In this specific case, Gustavo Miragaia's own research object is the universe of teaching, specifically in Basic Education. Although there is a lot of discussion and controversy about high school, that were widely intensified in the process of the last reform through which this level of education recently passed, it appears that there is effectively little research on High School. Within the scope of the Master's Program in Human Development, another research was carried out and has already been completed that found this gap. The author of this dissertation was Bruno Luís Cardoso, also guided by Prof.. Rachel Abdala with the title: “Marketing Education: social implications of instrumentalization of education to market ".
Prof.. Rachel initially presented the characteristics and pertinent questions and this level of teaching and Prof.. Gustavo presented his formative trajectory as a History teacher and addressed the following aspects in his speech: peculiarities of History Teaching in High School, the differences between Elementary School and High School, their perceptions of the "difference" between high school in the public network and in the private school network, possibilities of subverting banking education within the traditional framework, and finally answered the following question: Why High School “Makes You Happy” as a Teacher? His speech was permeated by examples of his twenty-year teaching practice..
The students of the History course actively participated by proposing questions for reflection and deepening of the theme, including educational examples.
