The article proposes an analysis of a teaching
project on Didactics of History from
the History Faculty of Instituto de Profesores
Artigas, with the intention of accounting
for the potentialities of professional
training for the writing of analysis
of the actions of teaching. This work is
situated in the context of imposed educational
transformations, appealing to the
importance of the development of teacher
professionalism as the development of
thought authorship. This text integrates
the voice of the students through multiple
texts produced by them, where they analyze
their actions in teaching history in
secondary education. It is also the result of
a project that ran after completing the
course, where we set out to go back over
what was done and analyze the shared
journey through such a conflictive year for
teachers in Uruguay.
