Dialogue between Theoretical and Methodological in College of Teachers of Geography for the Secondary Education of the Paulista School (1934-1960)

• Autor(a) principal: Mello, Márcia Cristina de Oliveira
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Geografia (Londrina)
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/41890
• topic: Geography teachers graduation course; Geography teaching; Didactics of Geography.; Formación de profesores de Geografía; Enseñanza de Geografía; Didáctica de Geografía.; Formação de professores de Geografia; Ensino de Geografia; Didática da Geografia.

This article deals with the formation of the first geography teachers to work in the Brazilian secondary school. We highlight the dialogue between the theoretical and methodological orientations offered by the first higher education teacher training course in Geography (and History), taught by the Faculty of Philosophy, Sciences and Letters of the University of São Paulo, between 1934 and 1960. In order to indicate the guidelines that were configured as theoretical matrices of regulation of the professional teaching field in Geography, we developed documentary and bibliographic research which points out characteristics of the New School orientation, whose epistemological assumption was centered on the conception of a child, which in turn directed the ways of understanding how Geography is taught and learned in schools. The problematic about the importance of the relationship between theory and pedagogical practice of the course contributed to understand the genesis of the history of teacher education in Geography, helping to reflect on some problems that we still face today regarding the academic and pedagogical way of training teachers in the humanities. From the group of graduates of the time came a generation of geographers and teachers who fostered debate, curriculum constitution and didactics of geography in our country.