Os cursos de licenciatura em Educação do Campo no estado de Goiás e suas relações com os conhecimentos geográficos

• Autor(a) principal: Menezes, Priscylla Karoline de
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9237
• topic: Conhecimentos geográficos; Educação do Campo; LEdoC; Geographic knowledge; Field Education; LEdoC; CIENCIAS HUMANAS::GEOGRAFIA

This research, which is part of a set of reflections about systematized knowledge about Geography teaching and Geography itself, aimed to understand how the most systematized geographic knowledge is considered in the degree courses in Field Education of the Federal University of Goiás. We have as a premise that the LEdoC / UFG, even though it does not pretend to train Geography teachers, uses geographic knowledge to build knowledge and to base the discussions proposed by Field Education. In order to do so, we have given some glimpses about the discussions about the construction, structuring and consolidation of Field Education in Brazil, as well as discussing aspects related to the central theme, such as the construction and the relation of geographic knowledge in the training of educators of the Field and the process teacher training at LEdoC / UFG. Our research is based on the teachers of the Licentiate in Field Education of the Catalão and Goiás Region, of the Federal University of Goiás, who teach disciplines whose geographic knowledge is in dialogue with the theme of the course. Our theoretical framework presents thinkers who reflect on Geography and Field Education from a critical perspective. In turn, the research is based on precepts of qualitative research, adopting semi-structured questionnaires, documental analysis and interviews by method as methodological instruments. The data, after analyzed, highlighted that the geographic knowledge Territory, Region, Nature and Landscape are present in the LEdoC / UFG, and are worked under the perspective of this science, even without the intention to train geography teachers.