Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica

Detalhes bibliográficos
Autor(a) principal: Rosa, Claudia do Carmo
Data de Publicação: 2017
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFG
Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8174
Resumo: Even considering the strong influence of the school as a regulatory framework in the pedagogical discourse of the beginning teacher of Geography, initial formation is a constitutive dimension in the processes of recontextualization of pedagogical practice. For this thesis, a research was developed directly focused on the formation and teaching performance carried out by the beginner teachers of Geography of the Metropolitan Region of Goiânia and of Anápolis. The objectives of this research are: 1) to understand how the pedagogical practice of beginning teachers of Geography occurs, having as reference their initial formation and the processes of recontextualization in the classroom; 2) to analyze the insertion of the Geography teacher in the professional activity; how the beginning teacher of Geography takes its first steps in the teaching profession; 3) from the processes of recontextualization, to identify that Geography is constructed and (re) produced in the school practice of the beginning teachers in the first years of teaching career; 4) to reflect on the main theoretical bases of Geography that present themselves in the context of the pedagogical practice of teachers at the beginning of their careers; 5) to know the didactic-pedagogical foundations of School Geography that are manifested in the context of the pedagogical practice and the pedagogical discourse of the beginning teachers, and, finally, 6) to analyze the conflicts of the teaching profession, highlighting the difficulties, the wishes and the possible overcomes facing the demands of being a professor of Geography. This research has a qualitative nature and is based on dialectics as a basic principle for the analysis and interpretation of the results. Data collection was done through the use of three research instruments: online questionnaire, open interview and observation of classes. The online questionnaire was requested from Geography teachers who work in the educational networks of the RMG and of Anápolis as an exploratory dimension of the research research. The open interview and the observation of classes were carried out specifically with teachers qualified in Geography who are practicing the profession of Geography teacher in Basic Education, with a minimum of one year and maximum of seven years of teaching. As a theoretical and methodological reference, the contributions of national and international authors in the area of Education and in particular of Geography, which base the discussions on teacher training and performance, teaching Geography and School Geography, are on the one hand. On the other hand, Bernstein's theoretical support especially his productions about the pedagogical discourse model, which articulates concepts such as recontextualization, vertical discourses and horizontal discourses. The data revealed that even considering the intervention and / or influence of different regulatory frameworks (teaching system, curriculum, school context, textbook) in the pedagogical practice of beginning teachers, the initial training is dimension to teach Geography. When teachers consider the students' previous knowledge as a result of their daily practices, the student is an active subject in the teachinglearning process, working with the geographic contents in the promotion of meaningful learning, working with the geographic concepts, the subjects dealt with on a local / global geographic scale, among others. And to those who deny the initial formation, it is believed that there are dimensions of geographic science even if unconsciously in the pedagogical practice of the beginning teacher of Geography, for example, when they problematize and seek to contextualize with the immediate reality of the students. However, there are challenging dimensions to being a teacher early in your career.
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spelling Souza, Vanilton Camilo dehttp://lattes.cnpq.br/1374656969635983Souza, Vanilton Camilo deCavalcanti, Lana de SouzaPires, Lucineide MendesAscenção, Valéria de Oliveira RoqueSouza, Ruth Catarina Cerqueira Ribeiro dehttp://lattes.cnpq.br/3815209178730916Rosa, Claudia do Carmo2018-02-20T11:04:44Z2017-12-13ROSA, C. C. Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica. 2017. 208 f. Tese (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2017.http://repositorio.bc.ufg.br/tede/handle/tede/8174Even considering the strong influence of the school as a regulatory framework in the pedagogical discourse of the beginning teacher of Geography, initial formation is a constitutive dimension in the processes of recontextualization of pedagogical practice. For this thesis, a research was developed directly focused on the formation and teaching performance carried out by the beginner teachers of Geography of the Metropolitan Region of Goiânia and of Anápolis. The objectives of this research are: 1) to understand how the pedagogical practice of beginning teachers of Geography occurs, having as reference their initial formation and the processes of recontextualization in the classroom; 2) to analyze the insertion of the Geography teacher in the professional activity; how the beginning teacher of Geography takes its first steps in the teaching profession; 3) from the processes of recontextualization, to identify that Geography is constructed and (re) produced in the school practice of the beginning teachers in the first years of teaching career; 4) to reflect on the main theoretical bases of Geography that present themselves in the context of the pedagogical practice of teachers at the beginning of their careers; 5) to know the didactic-pedagogical foundations of School Geography that are manifested in the context of the pedagogical practice and the pedagogical discourse of the beginning teachers, and, finally, 6) to analyze the conflicts of the teaching profession, highlighting the difficulties, the wishes and the possible overcomes facing the demands of being a professor of Geography. This research has a qualitative nature and is based on dialectics as a basic principle for the analysis and interpretation of the results. Data collection was done through the use of three research instruments: online questionnaire, open interview and observation of classes. The online questionnaire was requested from Geography teachers who work in the educational networks of the RMG and of Anápolis as an exploratory dimension of the research research. The open interview and the observation of classes were carried out specifically with teachers qualified in Geography who are practicing the profession of Geography teacher in Basic Education, with a minimum of one year and maximum of seven years of teaching. As a theoretical and methodological reference, the contributions of national and international authors in the area of Education and in particular of Geography, which base the discussions on teacher training and performance, teaching Geography and School Geography, are on the one hand. On the other hand, Bernstein's theoretical support especially his productions about the pedagogical discourse model, which articulates concepts such as recontextualization, vertical discourses and horizontal discourses. The data revealed that even considering the intervention and / or influence of different regulatory frameworks (teaching system, curriculum, school context, textbook) in the pedagogical practice of beginning teachers, the initial training is dimension to teach Geography. When teachers consider the students' previous knowledge as a result of their daily practices, the student is an active subject in the teachinglearning process, working with the geographic contents in the promotion of meaningful learning, working with the geographic concepts, the subjects dealt with on a local / global geographic scale, among others. And to those who deny the initial formation, it is believed that there are dimensions of geographic science even if unconsciously in the pedagogical practice of the beginning teacher of Geography, for example, when they problematize and seek to contextualize with the immediate reality of the students. However, there are challenging dimensions to being a teacher early in your career.Mesmo considerando a forte influência da escola como marco regulatório no discurso pedagógico do professor iniciante de Geografia, a formação inicial é dimensão constitutiva nos processos de recontextualização da prática pedagógica. Para esta tese, desenvolveu-se uma pesquisa diretamente centrada na formação e atuação docente realizada pelos professores iniciantes de Geografia da Região Metropolitana de Goiânia e de Anápolis. Os objetivos desta pesquisa são: 1) compreender como ocorre a prática pedagógica dos professores iniciantes de Geografia, tendo por referência sua formação inicial e os processos de recontextualização na sala de aula; 2) analisar a inserção do professor de Geografia na atividade profissional; como o professor iniciante de Geografia dá seus primeiros passos na profissão docente; 3) a partir dos processos de recontextualização, identificar que Geografia se constrói e se (re) produz na prática escolar dos professores iniciantes nos primeiros anos de carreira docente; 4) refletir sobre as principais bases teóricas da Geografia que se apresentam no contexto da prática pedagógica dos professores em início de carreira; 5) conhecer os fundamentos didático-pedagógicos da Geografia Escolar que se manifestam no contexto da prática pedagógica e do discurso pedagógico dos professores iniciantes e, por fim, 6) analisar os conflitos da profissão docente, destacando as dificuldades, os anseios e as possíveis superações frente às demandas de ser professor de Geografia. Esta pesquisa tem natureza qualitativa e se sustenta na dialética como princípio básico para a análise e a interpretação dos resultados. A coleta dos dados foi feita mediante a utilização de três instrumentos de pesquisa: questionário on-line, entrevista aberta e observação de aulas. O questionário on-line foi solicitado a professores de Geografia que atuam nas redes de ensino da RMG e de Anápolis como dimensão exploratória da pesquisa investigativa. A entrevista aberta e a observação de aulas foram realizadas especificamente com docentes habilitados em Geografia que estão exercendo a profissão de professor de Geografia na Educação Básica, com mínimo de um ano e máximo de sete anos de docência. Como referencial teórico-metodológico tem-se, por um lado, as contribuições de autores nacionais e internacionais da área da Educação e em especial, da Geografia, que embasam as discussões sobre formação e atuação de professores, ensino de Geografia e Geografia Escolar. Por outro lado, o suporte teórico de Bernstein especialmente suas produções acerca do modelo do discurso pedagógico, o qual articula conceitos como o de recontextualização, discursos verticais e discursos horizontais. Os dados revelaram mesmo considerando a intervenção e/ou influência de diferentes marcos regulatórios (sistema de ensino, currículo, contexto escolar, livro didático) na prática pedagógica dos professores iniciantes, a formação inicial é dimensão para ensinar Geografia. Com destaque, quando os professores consideram os conhecimentos prévios dos alunos decorrentes de suas práticas cotidianas, o aluno como sujeito ativo no processo de ensino-aprendizagem, o trabalho com os conteúdos geográficos na promoção de aprendizagens significativas, o trabalho com os conceitos geográficos, os assuntos tratados numa escala geográfica local/global, dentre outros. E aos que negam a formação inicial, acredita-se que há dimensões da ciência geográfica mesmo que de forma inconsciente na prática pedagógica do professor iniciante de Geografia, a exemplo, quando problematizam e buscam contextualizar com a realidade imediata dos alunos. No entanto, há dimensões desafiadoras a ser professor no início de carreira.Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-02-19T19:44:58Z No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-20T11:04:44Z (GMT) No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-02-20T11:04:44Z (GMT). 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dc.title.eng.fl_str_mv Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
dc.title.alternative.eng.fl_str_mv Beginning teachers of Geography: processes of recontextualization of initial formation in the context of pedagogical practive
title Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
spellingShingle Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
Rosa, Claudia do Carmo
Professores iniciantes de Geografia
Formação inicial
Prática pedagógica
Discurso pedagógico
Recontextualização
Beginning teachers of Geography
Initial formation
Pedagogical practice
Pedagogical discourse
Recontextualization
CIENCIAS HUMANAS::GEOGRAFIA
title_short Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
title_full Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
title_fullStr Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
title_full_unstemmed Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
title_sort Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
author Rosa, Claudia do Carmo
author_facet Rosa, Claudia do Carmo
author_role author
dc.contributor.advisor1.fl_str_mv Souza, Vanilton Camilo de
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/1374656969635983
dc.contributor.referee1.fl_str_mv Souza, Vanilton Camilo de
dc.contributor.referee2.fl_str_mv Cavalcanti, Lana de Souza
dc.contributor.referee3.fl_str_mv Pires, Lucineide Mendes
dc.contributor.referee4.fl_str_mv Ascenção, Valéria de Oliveira Roque
dc.contributor.referee5.fl_str_mv Souza, Ruth Catarina Cerqueira Ribeiro de
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3815209178730916
dc.contributor.author.fl_str_mv Rosa, Claudia do Carmo
contributor_str_mv Souza, Vanilton Camilo de
Souza, Vanilton Camilo de
Cavalcanti, Lana de Souza
Pires, Lucineide Mendes
Ascenção, Valéria de Oliveira Roque
Souza, Ruth Catarina Cerqueira Ribeiro de
dc.subject.por.fl_str_mv Professores iniciantes de Geografia
Formação inicial
Prática pedagógica
Discurso pedagógico
Recontextualização
topic Professores iniciantes de Geografia
Formação inicial
Prática pedagógica
Discurso pedagógico
Recontextualização
Beginning teachers of Geography
Initial formation
Pedagogical practice
Pedagogical discourse
Recontextualization
CIENCIAS HUMANAS::GEOGRAFIA
dc.subject.eng.fl_str_mv Beginning teachers of Geography
Initial formation
Pedagogical practice
Pedagogical discourse
Recontextualization
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::GEOGRAFIA
description Even considering the strong influence of the school as a regulatory framework in the pedagogical discourse of the beginning teacher of Geography, initial formation is a constitutive dimension in the processes of recontextualization of pedagogical practice. For this thesis, a research was developed directly focused on the formation and teaching performance carried out by the beginner teachers of Geography of the Metropolitan Region of Goiânia and of Anápolis. The objectives of this research are: 1) to understand how the pedagogical practice of beginning teachers of Geography occurs, having as reference their initial formation and the processes of recontextualization in the classroom; 2) to analyze the insertion of the Geography teacher in the professional activity; how the beginning teacher of Geography takes its first steps in the teaching profession; 3) from the processes of recontextualization, to identify that Geography is constructed and (re) produced in the school practice of the beginning teachers in the first years of teaching career; 4) to reflect on the main theoretical bases of Geography that present themselves in the context of the pedagogical practice of teachers at the beginning of their careers; 5) to know the didactic-pedagogical foundations of School Geography that are manifested in the context of the pedagogical practice and the pedagogical discourse of the beginning teachers, and, finally, 6) to analyze the conflicts of the teaching profession, highlighting the difficulties, the wishes and the possible overcomes facing the demands of being a professor of Geography. This research has a qualitative nature and is based on dialectics as a basic principle for the analysis and interpretation of the results. Data collection was done through the use of three research instruments: online questionnaire, open interview and observation of classes. The online questionnaire was requested from Geography teachers who work in the educational networks of the RMG and of Anápolis as an exploratory dimension of the research research. The open interview and the observation of classes were carried out specifically with teachers qualified in Geography who are practicing the profession of Geography teacher in Basic Education, with a minimum of one year and maximum of seven years of teaching. As a theoretical and methodological reference, the contributions of national and international authors in the area of Education and in particular of Geography, which base the discussions on teacher training and performance, teaching Geography and School Geography, are on the one hand. On the other hand, Bernstein's theoretical support especially his productions about the pedagogical discourse model, which articulates concepts such as recontextualization, vertical discourses and horizontal discourses. The data revealed that even considering the intervention and / or influence of different regulatory frameworks (teaching system, curriculum, school context, textbook) in the pedagogical practice of beginning teachers, the initial training is dimension to teach Geography. When teachers consider the students' previous knowledge as a result of their daily practices, the student is an active subject in the teachinglearning process, working with the geographic contents in the promotion of meaningful learning, working with the geographic concepts, the subjects dealt with on a local / global geographic scale, among others. And to those who deny the initial formation, it is believed that there are dimensions of geographic science even if unconsciously in the pedagogical practice of the beginning teacher of Geography, for example, when they problematize and seek to contextualize with the immediate reality of the students. However, there are challenging dimensions to being a teacher early in your career.
publishDate 2017
dc.date.issued.fl_str_mv 2017-12-13
dc.date.accessioned.fl_str_mv 2018-02-20T11:04:44Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
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dc.identifier.citation.fl_str_mv ROSA, C. C. Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica. 2017. 208 f. Tese (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2017.
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identifier_str_mv ROSA, C. C. Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica. 2017. 208 f. Tese (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2017.
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