THE "LIFE PROJECT" IN CONTINUING EDUCATION WORKS FOR HISTORY TEACHERS

Abstract

Discuss two books corresponding to the continuing education of History teachers: 1) “Modern in Training: History: Teacher's Book” by Felipe de Paula Góis Vieira, Isabela Backx, and Marcelo Abreu (2021), published by Moderna, and 2) “Time, Society, and Culture: An Interdisciplinary Dialogue” by Alberto Luiz Schneider, Denise Mendes, and Márcia Juliana Santos (2021), published by FTD. These books were approved according to Call for Proposals No. 03/2019 – General Coordination of the Book Programs (CGPLI) for the registration and evaluation process of didactic, literary, and digital resources for the National Program of Textbooks and Didactic Materials, PNLD 2021. The Call for Proposals provided for the registration of Continuing Education Books to be used by the management team and teachers of different disciplinary components as a reference for the construction of teaching and learning practices corresponding to the New High School, and consequently, to the National Common Curricular Base (2018). The analysis focuses especially on the interpretation of what is recommended regarding the Life Project in these books, critically emphasizing the prevalent corporate lexicon that prescribes technical expertise and socioemotional skills, aiming to equip educators with the competencies considered necessary in the restructuring of capital. The study mobilizes theoretical discussions on curriculum (Goodson, 1995, 1997), neoliberalism and education (Laval, 2019; Ball, 2020), and the subjective regulation of teaching work through emotional management (Cabanas; Illouz, 2024), problematizing the implications of this perspective in teacher training.