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In this research the authors inquire about ways that our students acquire knowledge circulating in the classrooms of practice. We want to highlight the relationship between "specific knowledges", historical knowledge and tensions that emerge from the options that should be undertaken for the purpose of teaching at the school. We propose to make visible this methodological construction process from reports that made our students, one that presents its proposal of teaching by incorporating an institutional look, practices's classroom, an explicitation of positions that assume referred to history and to the subjects who learn in addition to their selection of content and the proposal of classes that are designed, with resources and materials. The other is the Final degree report proposed a reflection primarily the process spent in the residence. We work with cases that share among themselves the historical theme, the ages of the subjects students and the institution in which the residence was carried out. Our objective would be to recognize proximities and distances between the knowledge put into play by residents whith similar formatives courses develop various proposals. [ABSTRACT FROM AUTHOR]

The paper is part of research work of the authors in the framework of the UNC Secyt Liliana Aguiar directed and co-directed Susana Ferreyra and which addresses the teaching and training of teachers in higher education history. In this process addresses some looks compared on public policies related to higher education in Argentina and Brazil with emphasis on the changes in the laws of both countries that account for new positions in relation to the training of their teachers. [ABSTRACT FROM AUTHOR]