Being and Doing of the Teacher: the epistemology of Geography teachers’ practice

Detalhes bibliográficos
Autor(a) principal: Menezes, Victória Sabbado
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Geografia (Londrina)
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/44116
Resumo: This article aims to discuss the epistemology of geography teachers’ practice in order to analyze the epistemological lines of Geography and Education that characterize the being and doing of the teacher. To that end, the research methods carried out were a literature review and a field research through simple observation of classes of geography teachers in a public school and classes of geography undergraduate students of a federal university in mandatory teaching practice in a town in Rio Grande do Sul. Both groups showed dissimilarities; namely, the undergraduate students draw on a wide range of teaching resources, and the teachers aim to their students’ comprehensive development, not focusing their classes only on geographical content. Regarding the similarities, both groups lacked dialogicity in their teaching, and showed an epistemological contradiction of both Geography and Education in their work. Nevertheless, empiricism prevailed in the epistemology of the practice of teachers and academics, contributing to the reproduction of geography teaching with limited significance to students, revealing the need of rethinking geography teaching degrees not only regarding their methodology, but specially their epistemology.
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spelling Being and Doing of the Teacher: the epistemology of Geography teachers’ practiceSer-Estar-Hacer Docente: la epistemología de la práctica del(la) profesor(a)Ser-Estar-Fazer Docente: a epistemologia da prática do/a professor/a de GeografiaGeography teachingEpistemology of practiceTeacher education.Enseñanza de GeografíaEpistemología de la prácticaFormación docente.Ensino de GeografiaEpistemologia da práticaFormação docente.This article aims to discuss the epistemology of geography teachers’ practice in order to analyze the epistemological lines of Geography and Education that characterize the being and doing of the teacher. To that end, the research methods carried out were a literature review and a field research through simple observation of classes of geography teachers in a public school and classes of geography undergraduate students of a federal university in mandatory teaching practice in a town in Rio Grande do Sul. Both groups showed dissimilarities; namely, the undergraduate students draw on a wide range of teaching resources, and the teachers aim to their students’ comprehensive development, not focusing their classes only on geographical content. Regarding the similarities, both groups lacked dialogicity in their teaching, and showed an epistemological contradiction of both Geography and Education in their work. Nevertheless, empiricism prevailed in the epistemology of the practice of teachers and academics, contributing to the reproduction of geography teaching with limited significance to students, revealing the need of rethinking geography teaching degrees not only regarding their methodology, but specially their epistemology.Este artículo presenta el intento de discutir la epistemología de la práctica del profesor de Geografía con el fin de analizar las líneas epistemológicas de la Geografía y la Educación que caracterizan el ser-estar-hacer docente. Para tanto, se llevó a cabo una revisión bibliográfica y una investigación de campo con la observación simple de clases de profesores de Geografía de la enseñanza básica pública estadual de un municipio del interior de Rio Grande do Sul y de clases deprácticas obligatorias de estudiantes de profesorado en Geografía de una universidad federal del mismo municipio. En cuanto a las disonancias entre los grupos, se destaca que los académicos se valen de una mayor diversidad de recursos didácticos y los profesores no centran sus clases solamente en los contenidos geográficos, aspirando a una formación integral de los alumnos. En lo que toca a las convergencias, se identificó una enseñanza marcada por la casi ausencia de dialogicidad, y la existencia de una contradicción epistemológica tanto de la Geografía como de la Educación en el hacer docente. Sin embargo, la epistemología de la práctica de los sujetos presenta predominio del empirismo, lo que contribuye para la reproducción de una enseñanza de Geografía poco significativa para los alumnos, anunciando la necesidad de repensar los profesorados de Geografía, no solo en términos de metodología, sino también de epistemología.O artigo apresenta o intento de discutir a epistemologia da prática do professor de Geografia com a finalidade de analisar as linhas epistemológicas da Geografia e da Educação que caracterizam o ser-estar-fazer docente. Para tanto, realizou-se uma revisão bibliográfica e uma pesquisa de campo por meio da observação simples das aulas de professores de Geografia do ensino básico estadual de um município do interior do Rio Grande do Sul e das aulas de estágio obrigatório de acadêmicos da licenciatura em Geografia de uma universidade federal do mesmo município. Quanto às dissonâncias entre estes grupos, destaca-se o uso de maior diversidade de recursos didáticos pelos acadêmicos e o fato dos professores não centrarem suas aulas apenas nos conteúdos geográficos em si, mas também visando uma formação integral dos alunos. No tocante às convergências, identificou-se um ensino marcado pela quase ausência da dialogicidade, bem como uma contradição epistemológica tanto da Geografia quanto da Educação em seus fazeres docentes. Contudo, a epistemologia da prática dos sujeitos apresenta a predominância do empirismo, o que contribui para a reprodução de um ensino de Geografia pouco significativo aos alunos, anunciando a necessidade de repensar as licenciaturas em Geografia não somente em termos metodológicos, mas, sobretudo, epistemológicos.Universidade Estadual de Londrina2022-01-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/geografia/article/view/4411610.5433/2447-1747.2022v31n1p319GEOGRAFIA (Londrina); v. 31 n. 1 (2022); 319 - 3372447-1747reponame:Geografia (Londrina)instname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/geografia/article/view/44116/30692Copyright (c) 2021 GEOGRAFIA (Londrina)http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMenezes, Victória Sabbado2022-09-20T13:10:06Zoai:ojs.pkp.sfu.ca:article/44116Revistahttps://www.uel.br/revistas/uel/index.php/geografiaPUBhttps://www.uel.br/revistas/uel/index.php/geografia/oairevista.geografia.uel@gmail.com||marcar@uel.br||laudi@uel.br2447-17470102-3888opendoar:2022-09-20T13:10:06Geografia (Londrina) - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Being and Doing of the Teacher: the epistemology of Geography teachers’ practice
Ser-Estar-Hacer Docente: la epistemología de la práctica del(la) profesor(a)
Ser-Estar-Fazer Docente: a epistemologia da prática do/a professor/a de Geografia
title Being and Doing of the Teacher: the epistemology of Geography teachers’ practice
spellingShingle Being and Doing of the Teacher: the epistemology of Geography teachers’ practice
Menezes, Victória Sabbado
Geography teaching
Epistemology of practice
Teacher education.
Enseñanza de Geografía
Epistemología de la práctica
Formación docente.
Ensino de Geografia
Epistemologia da prática
Formação docente.
title_short Being and Doing of the Teacher: the epistemology of Geography teachers’ practice
title_full Being and Doing of the Teacher: the epistemology of Geography teachers’ practice
title_fullStr Being and Doing of the Teacher: the epistemology of Geography teachers’ practice
title_full_unstemmed Being and Doing of the Teacher: the epistemology of Geography teachers’ practice
title_sort Being and Doing of the Teacher: the epistemology of Geography teachers’ practice
author Menezes, Victória Sabbado
author_facet Menezes, Victória Sabbado
author_role author
dc.contributor.author.fl_str_mv Menezes, Victória Sabbado
dc.subject.por.fl_str_mv Geography teaching
Epistemology of practice
Teacher education.
Enseñanza de Geografía
Epistemología de la práctica
Formación docente.
Ensino de Geografia
Epistemologia da prática
Formação docente.
topic Geography teaching
Epistemology of practice
Teacher education.
Enseñanza de Geografía
Epistemología de la práctica
Formación docente.
Ensino de Geografia
Epistemologia da prática
Formação docente.
description This article aims to discuss the epistemology of geography teachers’ practice in order to analyze the epistemological lines of Geography and Education that characterize the being and doing of the teacher. To that end, the research methods carried out were a literature review and a field research through simple observation of classes of geography teachers in a public school and classes of geography undergraduate students of a federal university in mandatory teaching practice in a town in Rio Grande do Sul. Both groups showed dissimilarities; namely, the undergraduate students draw on a wide range of teaching resources, and the teachers aim to their students’ comprehensive development, not focusing their classes only on geographical content. Regarding the similarities, both groups lacked dialogicity in their teaching, and showed an epistemological contradiction of both Geography and Education in their work. Nevertheless, empiricism prevailed in the epistemology of the practice of teachers and academics, contributing to the reproduction of geography teaching with limited significance to students, revealing the need of rethinking geography teaching degrees not only regarding their methodology, but specially their epistemology.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/44116
10.5433/2447-1747.2022v31n1p319
url https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/44116
identifier_str_mv 10.5433/2447-1747.2022v31n1p319
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/geografia/article/view/44116/30692
dc.rights.driver.fl_str_mv Copyright (c) 2021 GEOGRAFIA (Londrina)
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 GEOGRAFIA (Londrina)
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv GEOGRAFIA (Londrina); v. 31 n. 1 (2022); 319 - 337
2447-1747
reponame:Geografia (Londrina)
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Geografia (Londrina)
collection Geografia (Londrina)
repository.name.fl_str_mv Geografia (Londrina) - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv revista.geografia.uel@gmail.com||marcar@uel.br||laudi@uel.br
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