摘要：We analyze the process of History teachers' constitution in their movementsof autonomy and heteronomy at teachers' study groups. Th e "laboratory"of this research was composed by two History teachers' study groups, from 2005 to2006, at Ponta Grossa, Brazil. Th e fi rst was a capacitating proposal of the EducationSecretary of Paraná State (SEED). Th e second was a laboratory directly linked to theauthors' research project. Th e methodology involved research-action, ethnographicobservation and documental research. Th e theoretical foundations remain on authorslike FREIRE (1979, 1996), GIROUX (1986, 1997), KINCHELOE (1997). Th e resultsindicate moments of advance and retrocession of teachers' autonomy, conditionsthat perturb it, and also some factors that galvanize the teacher's self-making.
其他摘要：We analyze the process of History teachers' constitution in their movementsof autonomy and heteronomy at teachers' study groups. Th e "laboratory"of this research was composed by two History teachers' study groups, from 2005 to2006, at Ponta Grossa, Brazil. Th e fi rst was a capacitating proposal of the EducationSecretary of Paraná State (SEED). Th e second was a laboratory directly linked to theauthors' research project. Th e methodology involved research-action, ethnographicobservation and documental research. Th e theoretical foundations remain on authorslike FREIRE (1979, 1996), GIROUX (1986, 1997), KINCHELOE (1997). Th e resultsindicate moments of advance and retrocession of teachers' autonomy, conditionsthat perturb it, and also some factors that galvanize the teacher's self-making.
