O estágio na formação de professores e o diálogo com as teorias geográficas
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11758 |
Resumo: | The Curricular Internship of training of geography teachers is a moment marked by the absence of Geography and the crowning of activities focusing on the pedagogical dimension, consisting predominantly of an instrumental orientation. It can also be analyzed as a place of distancing/rupture from the theoretical-methodological aspects of Geography and epistemological elements of this science. The thesis entitled "Internship in teacher training and dialogue with geographical theories" is a research with professors who work in the Internship of geography undergraduate courses of public universities in the State of Goiás, the Federal University of Goiás (UFG), and the State University of Goiás (UEG), in its various campuses and university units. It aimed to analyze the educational possibilities of geographical theories in the Supervised Curricular Internship of training of geography teachers. For a deepening of the Internship in this perspective, some questions are pertinent, such as: What is the place of the Internship in the training courses of geography teachers? Why consider Geography and geographical theories as nuclear knowledge in the forwarding of the Internship? What is the contribution of this science in this stage of training? To what extent do teaching situations mediated by the theoretical-conceptual thinking of Geography promote educational possibilities in the teaching stage? Due to these questions, a theoretical body was constituted that underpinning the proposal of this research, in it there are at least five theoretical dimensions that articulate in themselves. The sociology dimension of Young curriculum; the pedagogical didactic dimension based on the conception of education for the human development of Libâneo; the dimension of pedagogical psychology inspired by Marxist principles; the dimension of developmental didactics based on historical cultural theory, activity theory, and the theory of developmental teaching by Vygotsky, Leontiev, and Davydov; and the dimension of epistemology and didactics of Geography. Among the various methodological traditions of the qualitative approach in education, the type of data collection procedure selected was the interview technique. Among the different interview techniques, I used the method called "discussion group". It constituted itself as a space for collective dialogue, of the teachers participating in the research, of reconstruction of their experiences and orientations carried out in the Internship. In addition to the discussion group, I did some one-off narrative interviews. Among the variety of strategies for data analysis or interpretation, the documentary method was chosen because it allows reconstructing experiences, analyzing worldviews, and how to operate the practical actions of the participating teachers. The collected data revealed that geography, as the reference science of the course, should be ensured with its epistemological and methodological characteristics in the proposals of the Curricular Internship of training of geography teachers. By observing, understanding, and analyzing the narratives of teachers and their Internship projects, Geography manifested its strength as science, geographical theories as theoretical-methodological instruments that generate important transformations in the Internship. |
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Cavalcanti, Lana de Souzahttp://lattes.cnpq.br/8827112569170294Vallerius, Daniel MallmannSilva, Ana CristinaSouza, Vanilton Camilo deBueno, Miriam AparecidaCavalcanti, Lana de Souzahttp://lattes.cnpq.br/9394564555619418Khaoule, Anna Maria Kovacs2021-11-23T12:43:26Z2021-11-23T12:43:26Z2021-06-30KHAOULE, A. M. K. O estágio na formação de professores e o diálogo com as teorias geográficas. 2021. 323 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/tede/handle/tede/11758ark:/38995/0013000004sv7The Curricular Internship of training of geography teachers is a moment marked by the absence of Geography and the crowning of activities focusing on the pedagogical dimension, consisting predominantly of an instrumental orientation. It can also be analyzed as a place of distancing/rupture from the theoretical-methodological aspects of Geography and epistemological elements of this science. The thesis entitled "Internship in teacher training and dialogue with geographical theories" is a research with professors who work in the Internship of geography undergraduate courses of public universities in the State of Goiás, the Federal University of Goiás (UFG), and the State University of Goiás (UEG), in its various campuses and university units. It aimed to analyze the educational possibilities of geographical theories in the Supervised Curricular Internship of training of geography teachers. For a deepening of the Internship in this perspective, some questions are pertinent, such as: What is the place of the Internship in the training courses of geography teachers? Why consider Geography and geographical theories as nuclear knowledge in the forwarding of the Internship? What is the contribution of this science in this stage of training? To what extent do teaching situations mediated by the theoretical-conceptual thinking of Geography promote educational possibilities in the teaching stage? Due to these questions, a theoretical body was constituted that underpinning the proposal of this research, in it there are at least five theoretical dimensions that articulate in themselves. The sociology dimension of Young curriculum; the pedagogical didactic dimension based on the conception of education for the human development of Libâneo; the dimension of pedagogical psychology inspired by Marxist principles; the dimension of developmental didactics based on historical cultural theory, activity theory, and the theory of developmental teaching by Vygotsky, Leontiev, and Davydov; and the dimension of epistemology and didactics of Geography. Among the various methodological traditions of the qualitative approach in education, the type of data collection procedure selected was the interview technique. Among the different interview techniques, I used the method called "discussion group". It constituted itself as a space for collective dialogue, of the teachers participating in the research, of reconstruction of their experiences and orientations carried out in the Internship. In addition to the discussion group, I did some one-off narrative interviews. Among the variety of strategies for data analysis or interpretation, the documentary method was chosen because it allows reconstructing experiences, analyzing worldviews, and how to operate the practical actions of the participating teachers. The collected data revealed that geography, as the reference science of the course, should be ensured with its epistemological and methodological characteristics in the proposals of the Curricular Internship of training of geography teachers. By observing, understanding, and analyzing the narratives of teachers and their Internship projects, Geography manifested its strength as science, geographical theories as theoretical-methodological instruments that generate important transformations in the Internship.O Estágio Curricular de formação de professores de Geografia é um momento marcado pela ausência da Geografia e do coroamento de atividades com foco na dimensão pedagógica, constituída, predominantemente, por uma orientação instrumental. Ele também pode ser analisado como um lugar de distanciamento/ruptura dos aspectos teórico metodológico da Geografia e de elementos epistemológicos dessa ciência. A tese intitulada “O Estágio na formação de professores e o diálogo com as teorias geográficas” trata-se de uma pesquisa com professores que atuam no Estágio dos cursos de licenciatura de Geografia de universidades públicas do Estado de Goiás, a Universidade Federal de Goiás (UFG) e a Universidade Estadual de Goiás (UEG), em seus diversos campus e unidades universitárias. Teve como objetivo analisar as possibilidades educativas das teorias geográficas no Estágio Curricular Supervisionado de formação de professores de Geografia. Para um aprofundamento sobre o Estágio nessa perspectiva algumas questões são pertinentes: Qual é o lugar do Estágio nos cursos de formação dos professores de Geografia? Por que considerar a Geografia e as teorias geográficas como conhecimento nuclear no encaminhamento do Estágio? Qual a contribuição dessa ciência nessa etapa da formação? Em que medida as situações de ensino, mediadas pelo pensamento teórico conceitual de Geografia, promovem possibilidades educativas no Estágio docente? Em função desses questionamentos constituiu-se um corpo teórico que alicerça a proposta dessa pesquisa, nele há, pelo menos, cinco dimensões teóricas que se articulam entre si. A dimensão da sociologia do currículo de Young; a dimensão pedagógico-didática fundamentada na concepção de educação para o desenvolvimento humano de Libâneo; a dimensão da psicologia pedagógica inspirada nos princípios marxistas; a dimensão da didática desenvolvimental baseada na teoria histórico-cultural, na teoria da atividade e na teoria do ensino desenvolvimental de Vygotsky, Leontiev e Davydov; e a dimensão da epistemologia e da didática da Geografia. Entre as diversas tradições metodológicas da abordagem qualitativa em educação, o tipo de procedimento de coleta de dados selecionado foi a técnica de entrevista. Dentre as diferentes técnicas de entrevistas, utilizei o método denominado “grupo de discussão”. Ele se constituiu como um espaço de diálogo coletivo, dos professores participantes da pesquisa, de reconstrução de suas experiências e orientações realizadas no Estágio. Além do grupo de discussão, fiz algumas entrevistas narrativas pontuais. Entre a variedade de estratégias de análise ou interpretação de dados, o método documentário foi escolhido por possibilitar reconstituir experiências, analisar visões de mundo e o modo de operar as ações práticas dos professores participantes. Os dados coletados revelaram que a Geografia, como a ciência de referência do curso, deve ser assegurada com suas características epistemológicas e metodológicas nas propostas do Estágio Curricular de formação de professores de Geografia. Ao observar, compreender e analisar as narrativas dos professores e de seus projetos de Estágio, a Geografia manifestou a sua pujança como ciência, as teorias geográficas como instrumentos teórico-metodológicos geradores de importantes transformações no Estágio.Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2021-11-22T15:38:34Z No. of bitstreams: 2 Tese - Anna Maria Kovacs Khaoule - 2021.pdf: 5406608 bytes, checksum: 4927ec6d2025c47a832cb0d9405f30aa (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-11-23T12:43:25Z (GMT) No. of bitstreams: 2 Tese - Anna Maria Kovacs Khaoule - 2021.pdf: 5406608 bytes, checksum: 4927ec6d2025c47a832cb0d9405f30aa (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2021-11-23T12:43:26Z (GMT). No. of bitstreams: 2 Tese - Anna Maria Kovacs Khaoule - 2021.pdf: 5406608 bytes, checksum: 4927ec6d2025c47a832cb0d9405f30aa (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2021-06-30OutroporUniversidade Federal de GoiásPrograma de Pós-graduação em Geografia (IESA)UFGBrasilInstituto de Estudos Socioambientais - IESA (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação de professoresEstágio curricularGeografiaTeorias geográficasTeachers trainingCurricular internshipGeographyGeographical theoriesCIENCIAS HUMANAS::GEOGRAFIAO estágio na formação de professores e o diálogo com as teorias geográficasInternship in teacher training and dialogue with geographical theoriesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis59500500500500241975reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/1dbfc206-f019-4b24-8127-33c437e0bd4b/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/e819d5cc-d4ab-411c-8341-25e55983e642/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTese - Anna Maria Kovacs Khaoule - 2021.pdfTese - Anna Maria Kovacs Khaoule - 2021.pdfapplication/pdf5406608http://repositorio.bc.ufg.br/tede/bitstreams/7ae622fd-a24c-4184-b953-665f23e0eb3c/download4927ec6d2025c47a832cb0d9405f30aaMD53tede/117582021-11-23 09:43:26.443http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11758http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-11-23T12:43:26Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
O estágio na formação de professores e o diálogo com as teorias geográficas |
dc.title.alternative.eng.fl_str_mv |
Internship in teacher training and dialogue with geographical theories |
title |
O estágio na formação de professores e o diálogo com as teorias geográficas |
spellingShingle |
O estágio na formação de professores e o diálogo com as teorias geográficas Khaoule, Anna Maria Kovacs Formação de professores Estágio curricular Geografia Teorias geográficas Teachers training Curricular internship Geography Geographical theories CIENCIAS HUMANAS::GEOGRAFIA |
title_short |
O estágio na formação de professores e o diálogo com as teorias geográficas |
title_full |
O estágio na formação de professores e o diálogo com as teorias geográficas |
title_fullStr |
O estágio na formação de professores e o diálogo com as teorias geográficas |
title_full_unstemmed |
O estágio na formação de professores e o diálogo com as teorias geográficas |
title_sort |
O estágio na formação de professores e o diálogo com as teorias geográficas |
author |
Khaoule, Anna Maria Kovacs |
author_facet |
Khaoule, Anna Maria Kovacs |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cavalcanti, Lana de Souza |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8827112569170294 |
dc.contributor.referee1.fl_str_mv |
Vallerius, Daniel Mallmann |
dc.contributor.referee2.fl_str_mv |
Silva, Ana Cristina |
dc.contributor.referee3.fl_str_mv |
Souza, Vanilton Camilo de |
dc.contributor.referee4.fl_str_mv |
Bueno, Miriam Aparecida |
dc.contributor.referee5.fl_str_mv |
Cavalcanti, Lana de Souza |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9394564555619418 |
dc.contributor.author.fl_str_mv |
Khaoule, Anna Maria Kovacs |
contributor_str_mv |
Cavalcanti, Lana de Souza Vallerius, Daniel Mallmann Silva, Ana Cristina Souza, Vanilton Camilo de Bueno, Miriam Aparecida Cavalcanti, Lana de Souza |
dc.subject.por.fl_str_mv |
Formação de professores Estágio curricular Geografia Teorias geográficas |
topic |
Formação de professores Estágio curricular Geografia Teorias geográficas Teachers training Curricular internship Geography Geographical theories CIENCIAS HUMANAS::GEOGRAFIA |
dc.subject.eng.fl_str_mv |
Teachers training Curricular internship Geography Geographical theories |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::GEOGRAFIA |
description |
The Curricular Internship of training of geography teachers is a moment marked by the absence of Geography and the crowning of activities focusing on the pedagogical dimension, consisting predominantly of an instrumental orientation. It can also be analyzed as a place of distancing/rupture from the theoretical-methodological aspects of Geography and epistemological elements of this science. The thesis entitled "Internship in teacher training and dialogue with geographical theories" is a research with professors who work in the Internship of geography undergraduate courses of public universities in the State of Goiás, the Federal University of Goiás (UFG), and the State University of Goiás (UEG), in its various campuses and university units. It aimed to analyze the educational possibilities of geographical theories in the Supervised Curricular Internship of training of geography teachers. For a deepening of the Internship in this perspective, some questions are pertinent, such as: What is the place of the Internship in the training courses of geography teachers? Why consider Geography and geographical theories as nuclear knowledge in the forwarding of the Internship? What is the contribution of this science in this stage of training? To what extent do teaching situations mediated by the theoretical-conceptual thinking of Geography promote educational possibilities in the teaching stage? Due to these questions, a theoretical body was constituted that underpinning the proposal of this research, in it there are at least five theoretical dimensions that articulate in themselves. The sociology dimension of Young curriculum; the pedagogical didactic dimension based on the conception of education for the human development of Libâneo; the dimension of pedagogical psychology inspired by Marxist principles; the dimension of developmental didactics based on historical cultural theory, activity theory, and the theory of developmental teaching by Vygotsky, Leontiev, and Davydov; and the dimension of epistemology and didactics of Geography. Among the various methodological traditions of the qualitative approach in education, the type of data collection procedure selected was the interview technique. Among the different interview techniques, I used the method called "discussion group". It constituted itself as a space for collective dialogue, of the teachers participating in the research, of reconstruction of their experiences and orientations carried out in the Internship. In addition to the discussion group, I did some one-off narrative interviews. Among the variety of strategies for data analysis or interpretation, the documentary method was chosen because it allows reconstructing experiences, analyzing worldviews, and how to operate the practical actions of the participating teachers. The collected data revealed that geography, as the reference science of the course, should be ensured with its epistemological and methodological characteristics in the proposals of the Curricular Internship of training of geography teachers. By observing, understanding, and analyzing the narratives of teachers and their Internship projects, Geography manifested its strength as science, geographical theories as theoretical-methodological instruments that generate important transformations in the Internship. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-11-23T12:43:26Z |
dc.date.available.fl_str_mv |
2021-11-23T12:43:26Z |
dc.date.issued.fl_str_mv |
2021-06-30 |
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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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
KHAOULE, A. M. K. O estágio na formação de professores e o diálogo com as teorias geográficas. 2021. 323 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2021. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11758 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000004sv7 |
identifier_str_mv |
KHAOULE, A. M. K. O estágio na formação de professores e o diálogo com as teorias geográficas. 2021. 323 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2021. ark:/38995/0013000004sv7 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11758 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
59 |
dc.relation.confidence.fl_str_mv |
500 500 500 500 |
dc.relation.department.fl_str_mv |
24 |
dc.relation.cnpq.fl_str_mv |
197 |
dc.relation.sponsorship.fl_str_mv |
5 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Geografia (IESA) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto de Estudos Socioambientais - IESA (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1811721390417510400 |