Pensamento geográfico: o desafio da formação inicial em geografia

• Autor(a) principal: Santos , Luline Silva Carvalho
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10895
• topic: Pensamento geográfico; Formação inicial em geografia; Conhecimentos específicos; Geographic thinking; Initial training in geography; Specific knowledge; CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA

Geography, through multiple theoretical approaches and methodological paths, has built its own conceptual structure, which supports a unique way of thinking about phenomena, attesting to its specificity and its epistemological identity. This thought connects geographic science to school discipline, making Geography a relevant contribution to society. The teacher, in this context, plays a fundamental role for mediating the students' cognitive development process. for that, it is essential that Geographic Thinking is central to the teaching practices of teachers. For this reason, in this thesis, the Geographic Thinking of undergraduate students in Geography at the Federal University of Jataí was investigated, in their final training periods, aiming to understand evidence of Geographic Thinking in training and its relationship with teaching practice. Specifically, it aimed to: a) understand the processes of constituting Geographic Thinking in the context of initial formation; b) assess whether Geographic Thinking was proposed in the course PPP; c) ) investigate the perception of undergraduate students regarding geographic science, school geography and teaching in geography; d) assess whether the undergraduates analyze phenomena geographically; e) analyze whether the undergraduate students approach the content geographically in their teaching practices in the internship. Through a qualitative investigation, participant research was conducted with 15 subjects, using procedures and instruments for the collection and analysis of varied data. It was carried out bibliographic research, data collection through documentary research, observation, questionnaire, problem situations and didactic mediation. The analysis of the data led to the idea that the topic Geographic Thinking has undergone a certain theoretical maturity and, in its particularities, research shows certain consensus for the definition of a way of thinking geographically: the development of a conceptual structure of Geography. It was found, therefore, that the development of Geographic Thinking by future teachers has deficiencies that reflect the conservation and / or constitution of epistemological inconsistencies. In addition, the investigation undertaken brought to light the following results: a) the undergraduate students expressed an incipient understanding of what is specific to Geography, based mainly on the generalization of Geography that they built as schoolchildren; b) in the analysis of the phenomena, most of the graduates were not able to operate with Geographic Thinking, being restricted to the description of the phenomenon; c) in teaching practices, in a sample of three participants, two of them did not address the content geographically. These findings support the conclusion that the sore point of the weakness of the Geographical Thought operation lies in the insufficient learning of the epistemological basis of Geography. In summary, the following thesis is defended: there is a central problem that involves the construction of Geographic Thinking in the initial training of Geography teachers. This stems from the incipient learning of specific knowledge that supports the appropriation of the epistemological basis of Geography as a cognitive instrument. Therefore, it is essential that geographic knowledge is articulated in all formative disciplines of the Degree as a possibility for the development of Geographic Thinking, giving uniqueness to geography and its teaching.