The curriculum for the teaching of history: between training, the prescribed and the practiced

This article analyzes the relations between the curriculum of the initial formation for history teaching and the school curriculum for the teaching of this discipline. It has been assumed that the initial formation have decisive influence in the analyses that the undergraduates and entrants in the mastership makes about the school curriculum, and that such analyses no it restricts unto prescript. Initially, we present our considerations about the trajectory of current curriculum requirements for the teaching of history. After that, we raise data about as the initial formation curriculum is incorporated by undergraduates who act in public schools, and in that measure such formation interferes in the analysis and intervention that they makes in school curriculum. The data presented are tied to pedagogic and didactic interventions executed for undergraduates of the PIBID - Purse Institucional Program of the Introduction to teaching. Its possible verify that the undergraduates in action in the schools get identify how their theoretical formation enables the analyse and the intervention in the curriculum practice of the schools. The analysis of the school curriculum enables a distanced and qualitative reading of the initial formation, it allows the proposition of changes in both curriculum structures.