A Geografia na formação inicial docente: percepções formativas de estudantes de Pedagogia da UFSCar-So

• Autor(a) principal: Silva, Edineuza Oliveira
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/15654
• topic: Formação de professores; Pedagogia; Ensino de Geografia; Formação específica docente; Teacher training; Pedagogy; Teaching Geography; Specific teacher training; CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA

This research is characterized as a quantitative-qualitative study of the documental case study type. Its study proposal was based on the following problem questions: what are the perceptions of Pedagogy students at UFSCar-So in relation to Geography as a specific professional knowledge? And how is this specific professional knowledge presented to future teachers? Therefore, the study drew on primary sources such as the Pedagogical Project of the Pedagogy course at UFSCar-So (2014) and the National Curriculum Guidelines for the Pedagogy course (2006), also through the analysis of a questionnaire applied to students of the course for classes 2009 to 2016. To provide the context of the study theme, a presentation was made about the training of pedagogue teachers in Brazil and that which takes place at UFSCar-So, understanding that this training needs to promote the construction of professional knowledge for educational practice, in this case, specific training focused on the area of Geography and understanding its relevance for the early years of Elementary School, analyzing the training of these professionals present in the discipline of Methodology and Practice of Teaching History and Geography. Bearing in mind the objective of the research, which was to understand the formative perceptions of students from the Sorocaba campus Pedagogy in relation to Geography as a specific professional knowledge, the analyzed documents presented a teacher training guided in the molds of the DCNs (National Curriculum Guidelines for the course of Pedagogy) and that, therefore, they present a broad and diversified formation pointed to weaknesses in the specific teacher education regarding Geography present in the formative discipline of Methodology and Practice of Teaching History and Geography, at the same time, in which the participating students they conceive formative perceptions related to observable Geography in their curricular structure in light of the weaknesses identified through the legal documents and the bibliography presented, and also what they understand as a critical and reflective teacher education of teaching practice, culminating in the appreciation of the discipline of Geography and your i importance for the early years of elementary school.