A identidade profissional cidadã e o estágio supervisionado de professores de geografia

• Autor(a) principal: Vallerius, Daniel Mallmann
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000005h2t
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7533
• topic: Identidade; Estágio supervisionado; Cidadania; Formação de professores de geografia; Identity; Supervised internship; Citizenship; Geography teacher training; CIENCIAS HUMANAS::GEOGRAFIA

This research intends to reflect about the process of delineating the professional identity of students from the supervised curricular internship of the Geography degree, and the elements that allow this identity to be conceived as a professional identity that has a citizen dimension. We have as a premise to be confirmed that the period of the supervised internship is fundamental for the delineation of a teaching identity, and that, if well oriented, grounded and practiced, it is a unique opportunity for the affirmation of a professional identity engaged with citizenship. Therefore, some glances are devoted to the discussions about Identity and Citizenship, as well as, discussing aspects related to the central theme, such as the current work perspectives and the formation of geography teacher in the contemporary world. Our research is based on undergraduate students from the Geography degree of three diferente Brazilian Federal Universities - Federal University of Rio Grande do Sul (Porto Alegre / RS), the University of Brasília (Brasília / DF) and the Federal University of Pará (Altamira / PA) ) - who performed their respective supervised curricular teaching internships. It is reiterate that the supervised internships, besides being one of the elements of the study object inquestion, deserve our attention because we consider a key moment in the delineation of ones possible identity(s). Our theoretical framework presents authors who dialogue with cultural studies from the perspective of critical and post-critical theories, also evoking researchers dedicated to the Geography Teaching and Citizenship Education. On the other hand, the research is based on the precepts of a qualitative research, adopting semi-structured questionnaires, individual interviews and focus groups as methodological tools. These tools were used in two different moments: at the beginning of the first teaching internship and near the end of the last teaching internship of our participants. The data are analyzed under the bias of the identities positions of the students, demonstrated during this period of formation and experimentation, seeking reflection on their citizenships potential. Finally, we present our contributions to the dialogue with the category "Professional Citizenship Identity" and suggest some positions and attitudes for Geography teachers, in a perspective to think about possible delineations of a professional teaching identity with a citizenship dimension. The research ponder the Geography professor can delineate a citizen dimension in their professional identity and supervised curricular internship it’s an enhancing moment in this process.