Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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CAVALCANTI, Lana de SouzaCAVALCANTI, Lana de Souzahttp://lattes.cnpq.br/8165789196460899BENTO, Izabella Peracini2014-07-29T15:32:12Z2010-06-302009-06-19BENTO, Izabella Peracini. Knowledge and practices of teachers of geography regarding the subject city in the school quotidian. 2009. 122 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2009.http://repositorio.bc.ufg.br/tede/handle/tde/1917ark:/38995/001300000f5sdThe 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.Esta pesquisa tem como objetivo investigar sobre os saberes e as práticas constitutivas da formação do professor de Geografia. A partir da participação desse sujeito no universo cidade, enquanto conteúdo escolar, busca-se entender a relação dos saberes com a prática docente. O conteúdo cidade demarca, então, nessa proposta, um ponto de reflexão sobre o estudo do espaço, em sua compreensão dialética. É com vistas à proposta teórica da Geografia escolar que lanço um olhar sobre a prática docente, como um viés que permite e promove a formação de alunos cidadãos e sujeitos críticos que vêem a cidade como um lugar de direitos, acesso e inserção social. Devido à natureza deste estudo, que objetiva analisar os saberes que um grupo de professores de Geografia, que ensinam na Rede Pública, possui sobre a cidade, essa pesquisa se constitui em um estudo de caso. Trata-se de uma investigação que abrange uma abordagem qualitativa para a análise e observação de aulas e entrevistas. Compondo-se de três capítulos, essa dissertação está estruturada em partes que se interrelacionam e se completam. Assim, a primeira parte apresenta uma discussão sobre a formação do professor de Geografia, enfatizando, especificamente, a construção do saber profissional que norteia a prática docente. Na segunda parte do texto, realiza-se uma reflexão sobre a Geografia escolar e sua contribuição na formação dos alunos. Este capítulo volta o olhar para a influência do cotidiano escolar na construção do conhecimento dos alunos. A vivência escolar e suas rotinas entram em cena na constituição das relações interpessoais dos sujeitos e na produção do saber. Na terceira parte deste trabalho, são ouvidas e discutidas as vozes dos professores, sujeitos desta pesquisa, que foram observados em sua prática de sala de aula e entrevistados. Tenta-se, neste capítulo, articular a questão da identidade profissional com a construção dos saberes dos professores referentes ao conteúdo cidade. É nesse momento que se discute sobre a subjetividade do professor, enquanto um produto ou efeito de conhecimento e experiências pessoais e profissionais. Com base nas considerações dos docentes entrevistados, identificamos diferentes tipos de profissionais que, ao elencarem suas crenças sobre o ensino da Geografia, permitem caracterizações que os classificam em sujeitos resistentes a mudanças, coniventes com a tradição do ensino, ou em sujeitos inovadores, que buscam romper com as limitações que lhes são impostas na atividade pública de ser professor de Geografia.Made available in DSpace on 2014-07-29T15:32:12Z (GMT). No. of bitstreams: 1 Izabella Peracini.pdf: 1181201 bytes, checksum: 51b29b1c1343e5e278f9d6db8e5a7eb4 (MD5) Previous issue date: 2009-06-19application/pdfhttp://repositorio.bc.ufg.br/TEDE/retrieve/4748/Izabella%20Peracini.pdf.jpgporUniversidade Federal de GoiásMestrado em GeografiaUFGBRCiências HumanasGeografiaEnsinoCidadeSaberes docentesPráticas docentes1. Formação de professores - Geografia 2. Formação de professores Geografia Praticas de ensino 3. Geografia Formação docente 4. Geografia Prática e ensinoGeographyEducationCityTeaching knowledgeTeaching practicesCNPQ::CIENCIAS HUMANAS::GEOGRAFIASaberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolarKnowledge and practices of teachers of geography regarding the subject city in the school quotidianinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALIzabella Peracini.pdfapplication/pdf1181201http://repositorio.bc.ufg.br/tede/bitstreams/9500bcee-2cac-4c2f-b388-021e9493584b/download51b29b1c1343e5e278f9d6db8e5a7eb4MD51TEXTIzabella Peracini.pdf.txtIzabella Peracini.pdf.txtExtracted Texttext/plain264698http://repositorio.bc.ufg.br/tede/bitstreams/444c51f4-baf3-4214-834a-0adb1a5e4d21/downloadd3f6d1e8ef623e0a743ce2ec9bce5de9MD52THUMBNAILIzabella Peracini.pdf.jpgIzabella Peracini.pdf.jpgGenerated Thumbnailimage/jpeg2316http://repositorio.bc.ufg.br/tede/bitstreams/c14b694e-e344-420d-b4c7-b356621d5372/downloadfe883c9ada4be7586be3de23668be059MD53tde/19172014-07-30 03:16:19.986open.accessoai:repositorio.bc.ufg.br:tde/1917http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2014-07-30T06:16:19Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)false |
dc.title.por.fl_str_mv |
Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar |
dc.title.alternative.eng.fl_str_mv |
Knowledge and practices of teachers of geography regarding the subject city in the school quotidian |
title |
Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar |
spellingShingle |
Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar BENTO, Izabella Peracini 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 |
title_short |
Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar |
title_full |
Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar |
title_fullStr |
Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar |
title_full_unstemmed |
Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar |
title_sort |
Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar |
author |
BENTO, Izabella Peracini |
author_facet |
BENTO, Izabella Peracini |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
CAVALCANTI, Lana de Souza |
dc.contributor.advisor1Lattes.fl_str_mv |
CAVALCANTI, Lana de Souza |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8165789196460899 |
dc.contributor.author.fl_str_mv |
BENTO, Izabella Peracini |
contributor_str_mv |
CAVALCANTI, Lana de Souza |
dc.subject.por.fl_str_mv |
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 |
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 |
dc.subject.eng.fl_str_mv |
Geography Education City Teaching knowledge Teaching practices |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
description |
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. |
publishDate |
2009 |
dc.date.issued.fl_str_mv |
2009-06-19 |
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2010-06-30 |
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2014-07-29T15:32:12Z |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BENTO, Izabella Peracini. Knowledge and practices of teachers of geography regarding the subject city in the school quotidian. 2009. 122 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2009. |
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http://repositorio.bc.ufg.br/tede/handle/tde/1917 |
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ark:/38995/001300000f5sd |
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BENTO, Izabella Peracini. Knowledge and practices of teachers of geography regarding the subject city in the school quotidian. 2009. 122 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2009. ark:/38995/001300000f5sd |
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http://repositorio.bc.ufg.br/tede/handle/tde/1917 |
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