The social representation of teaching in basic education geography
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Geosaberes |
Texto Completo: | http://www.geosaberes.ufc.br/geosaberes/article/view/728 |
Resumo: | Literature and research on the social significance and attractiveness of the teaching career in Brazil have shown a growing devaluation of this profession, especially being a teacher of school geography. This is because Geography was introduced in school curriculum as a theoretical tool of recognition of the national territory, as well as with the intention of integrating the nation-state and protecting its borders. Because of this scenario, this discipline prioritized the description and characterization, mainly of physical aspects, of places and their respective populations, for a long time. Thus, despite having developed a rich theoretical-methodological framework, with which we began to observe the geographic space from other angles, Geography has until today, in common sense, the stigma of being an encyclopedic school discipline, which has little relation to daily life, and that, therefore, requires the students of Basic Education with an exacerbated effort of memory. In order to contribute to this discussion, the present article aims to approach this theme from the Theory of Social Representations (MOSCOVICI, 1969). From this perspective we seek to identify the theoretical references, already existing questions that deal with the initial formation and the construction of a social representation of the condition of being professor of Geography in Brazil. To support this discussion, we use as theoretical reference authors such as Tardif (2002), Nóvoa (1997), Callai (2003) Pontuschka (2009, 2010), among others. Thus we infer the existence of a geography school that inserted it in an uncritical view of reality, even though its theoretical discourse directs it to the opposite direction. |
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The social representation of teaching in basic education geography A representação social da docência em geografia na educação básicaLiterature and research on the social significance and attractiveness of the teaching career in Brazil have shown a growing devaluation of this profession, especially being a teacher of school geography. This is because Geography was introduced in school curriculum as a theoretical tool of recognition of the national territory, as well as with the intention of integrating the nation-state and protecting its borders. Because of this scenario, this discipline prioritized the description and characterization, mainly of physical aspects, of places and their respective populations, for a long time. Thus, despite having developed a rich theoretical-methodological framework, with which we began to observe the geographic space from other angles, Geography has until today, in common sense, the stigma of being an encyclopedic school discipline, which has little relation to daily life, and that, therefore, requires the students of Basic Education with an exacerbated effort of memory. In order to contribute to this discussion, the present article aims to approach this theme from the Theory of Social Representations (MOSCOVICI, 1969). From this perspective we seek to identify the theoretical references, already existing questions that deal with the initial formation and the construction of a social representation of the condition of being professor of Geography in Brazil. To support this discussion, we use as theoretical reference authors such as Tardif (2002), Nóvoa (1997), Callai (2003) Pontuschka (2009, 2010), among others. Thus we infer the existence of a geography school that inserted it in an uncritical view of reality, even though its theoretical discourse directs it to the opposite direction.A literatura e as pesquisas quanto à significação social e atratividade da carreira docente no Brasil têm mostrado uma crescente desvalorização desta profissão, em especial do ser professor (a) da Geografia escolar. Isso porque a Geografia foi introduzida no currículo escolar como uma ferramenta teórica estratégica de reconhecimento do território nacional, bem como com o intuito de integrar o Estado-nação e proteger suas fronteiras. Por conta de tal cenário está disciplina priorizou por um longo período a descrição e caracterização, sobretudo dos aspectos físicos, dos lugares e suas respectivas populações. Diante disso, mesmo tendo desenvolvido um arcabouço teórico-metodológico rico, com o qual passou a observar o espaço geográfico por outros ângulos, a Geografia mantém, até os dias atuais, no senso comum, o estigma de ser uma disciplina escolar enciclopédica, que possui pouca relação com o cotidiano, e que por isso exige dos alunos da Educação Básica um esforço exacerbado da memória. Procurando contribuir com essa discussão, o presente artigo visa abordar essa temática a partir da Teoria das Representações Sociais (Moscovici, 1969). Sob essa perspectiva,buscamos identificar, nas referências teóricas já existentes, questões que versem sobre a formação inicial e a construção de uma representação social da condição de ser professor de Geografia no Brasil. Para dar embasamento a essa discussão, utilizamos como referencial teórico autores como Tardif (2002), Nóvoa (1997), Callai (2003), Pontuschka (2009, 2010), entre outros. Assim,inferimos a existência de um fazer geografia escolar que a insere em uma visão pouco crítica da realidade, muito embora o seu discurso teórico a encaminhe para o sentido contrário.Universidade Federal do Ceará2019-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.geosaberes.ufc.br/geosaberes/article/view/72810.26895/geosaberes.v10i21.728Geosaberes; Vol 10 No 21 (2019): May - August; 1 - 13Geosaberes; Vol 10 No 21 (2019): May - August; 1 - 13Geosaberes; Vol 10 No 21 (2019): May - August; 1 - 132178-0463reponame:Geosaberesinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.geosaberes.ufc.br/geosaberes/article/view/728/763Copyright (c) 2019 Geosabereshttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMendes, Larissa SousaSilva, Josélia Saraiva e2019-05-01T13:01:17Zoai:geosaberes.www.geosaberes.ufc.br:article/728Revistahttp://www.geosaberes.ufc.br/geosaberes/PUBhttp://www.geosaberes.ufc.br/geosaberes/oaigeosaberes@ufc.br||jose.z.candido@gmail.com||fabiomoria@yahoo.com.br2178-04632178-0463opendoar:2019-05-01T13:01:17Geosaberes - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
The social representation of teaching in basic education geography A representação social da docência em geografia na educação básica |
title |
The social representation of teaching in basic education geography |
spellingShingle |
The social representation of teaching in basic education geography Mendes, Larissa Sousa |
title_short |
The social representation of teaching in basic education geography |
title_full |
The social representation of teaching in basic education geography |
title_fullStr |
The social representation of teaching in basic education geography |
title_full_unstemmed |
The social representation of teaching in basic education geography |
title_sort |
The social representation of teaching in basic education geography |
author |
Mendes, Larissa Sousa |
author_facet |
Mendes, Larissa Sousa Silva, Josélia Saraiva e |
author_role |
author |
author2 |
Silva, Josélia Saraiva e |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Mendes, Larissa Sousa Silva, Josélia Saraiva e |
description |
Literature and research on the social significance and attractiveness of the teaching career in Brazil have shown a growing devaluation of this profession, especially being a teacher of school geography. This is because Geography was introduced in school curriculum as a theoretical tool of recognition of the national territory, as well as with the intention of integrating the nation-state and protecting its borders. Because of this scenario, this discipline prioritized the description and characterization, mainly of physical aspects, of places and their respective populations, for a long time. Thus, despite having developed a rich theoretical-methodological framework, with which we began to observe the geographic space from other angles, Geography has until today, in common sense, the stigma of being an encyclopedic school discipline, which has little relation to daily life, and that, therefore, requires the students of Basic Education with an exacerbated effort of memory. In order to contribute to this discussion, the present article aims to approach this theme from the Theory of Social Representations (MOSCOVICI, 1969). From this perspective we seek to identify the theoretical references, already existing questions that deal with the initial formation and the construction of a social representation of the condition of being professor of Geography in Brazil. To support this discussion, we use as theoretical reference authors such as Tardif (2002), Nóvoa (1997), Callai (2003) Pontuschka (2009, 2010), among others. Thus we infer the existence of a geography school that inserted it in an uncritical view of reality, even though its theoretical discourse directs it to the opposite direction. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-05-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.geosaberes.ufc.br/geosaberes/article/view/728 10.26895/geosaberes.v10i21.728 |
url |
http://www.geosaberes.ufc.br/geosaberes/article/view/728 |
identifier_str_mv |
10.26895/geosaberes.v10i21.728 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.geosaberes.ufc.br/geosaberes/article/view/728/763 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Geosaberes http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Geosaberes 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 Federal do Ceará |
publisher.none.fl_str_mv |
Universidade Federal do Ceará |
dc.source.none.fl_str_mv |
Geosaberes; Vol 10 No 21 (2019): May - August; 1 - 13 Geosaberes; Vol 10 No 21 (2019): May - August; 1 - 13 Geosaberes; Vol 10 No 21 (2019): May - August; 1 - 13 2178-0463 reponame:Geosaberes instname:Universidade Federal do Ceará (UFC) instacron:UFC |
instname_str |
Universidade Federal do Ceará (UFC) |
instacron_str |
UFC |
institution |
UFC |
reponame_str |
Geosaberes |
collection |
Geosaberes |
repository.name.fl_str_mv |
Geosaberes - Universidade Federal do Ceará (UFC) |
repository.mail.fl_str_mv |
geosaberes@ufc.br||jose.z.candido@gmail.com||fabiomoria@yahoo.com.br |
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1798329643706613760 |