Professores de Geografia e os saberes docentes: um estudo das práticas curriculares

• Autor(a) principal: Policarpo, Barbara Priscila Gomes
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/13461
• topic: Knowledge; Teaching practice; Minimum Curriculum of Geography; Saberes; Prática docente; Currículo Mínimo de Geografia; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA

The present work sought to analyze under which perspective Geography has been taught by the teachers, starting from the idea of teacher knowledge of Maurice Tardif (2014) and the curricular practice developed in the interpretation of the Minimum Curriculum of Geography of the State of Rio de Janeiro. This is a qualitative research carried out with the Geography teachers of the State School Rubens Farrulla that is located in the municipality of São João de Meriti. During the process of construction of the analysis, these teachers answered a questionnaire that served as basis for the interviews conducted with 4 of these teachers. The interviews took place in the period from October 2017 to February 2018, with the intention of investigating the knowledge mobilized in the curricular practice of the teachers and consequently the reflection of the same ones in the Geography teaching. The aim here is to contribute to the valorization of teaching work, with emphasis on academic training, multiplicity of knowledge, respect for practice and concern for learning. During the research, it was possible to identify that the concern of the teachers is to consolidate the contents of Geography with their students in order to create the understanding that this discipline has an important function in the life of each one, different from the idea of devaluation and lack of practical application of it. In this sense, teachers do not devalue the contents of Geography; contrary to this, they seek to create an association between theory and practice, objectifying what would be a quality education for them.