Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar

• Autor(a) principal: BENTO, Izabella Peracini
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1917
• topic: Geografia; Ensino; Cidade; Saberes docentes; Práticas docentes; 1. Formação de professores - Geografia 2. Formação de professores Geografia Praticas de ensino 3. Geografia Formação docente 4. Geografia Prática e ensino; Geography; Education; City; Teaching knowledge; Teaching practices; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA

The aim of this research is to investigate the knowledge and the practices constituting the training of the Geography teacher. The relationship between knowledge and teaching practice is sought to be understood from the participation of this subject in the universe city, as school content. The subject city marks then, in this proposal, a point of reflection about the study of the space, in its dialectical understanding. It is having in mind the theoretical proposal of school Geography that I take a look at the teaching practice, as a bias which enables and promotes the training of students who are citizens and critical individuals who see the city as a place of rights, access, and social insertion. This research is considered a case study due to its nature, which aims to analyze the knowledge that a group of Geography teachers, who work at the Public Education Network, has upon the city. It is an inquiry that covers a qualitative approach for the analysis and observation of lessons and interviews. Having three chapters, this thesis is structured in parts which are interrelated and complete each other. Thus, the first part presents a discussion about the training of the Geography teacher emphasizing, specifically, the construction of professional knowledge that guides the teaching practice. In the second part of the text, a remark about school Geography and its contribution in the training of students is carried out. This chapter looks at the influence of the school quotidian in the construction of the knowledge of the students. The school experience and its routines come into play in the formation of interpersonal relationships among the individuals and in the production of knowledge. In the third part of this paperwork, the voices of the teachers subject of this research, who were observed in their classroom practice and interviewed-, are heard and discussed. It is tried, in this chapter, to articulate the issue of professional identity with the construction of knowledge of the teachers which refer to the subject city. It is at this moment that the subjectivity of the teacher is discussed, as a product or effect of knowledge and personal and professional experiences. From the considerations of the teachers interviewed, we identified different types of professionals who, when listing their beliefs about the teaching of Geography, allow distinctions which classify them as individuals resistant to change, conniving with the tradition of teaching, or as innovative individuals, who are trying to break free from the limitations which are imposed to them in the public activity of being a Geography teacher.