Pensamento geográfico: o desafio da formação inicial em geografia
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Souza, Vanilton Camilo dehttp://lattes.cnpq.br/1374656969635983Souza, Vanilton Camilo deCavalcanti , Lana de SouzaRichter , DenisPeixinho, Dimas MoraesAscenção, Valéria de Oliveira Roquehttp://lattes.cnpq.br/9917838536532665Santos , Luline Silva Carvalho2020-10-28T10:47:05Z2020-10-28T10:47:05Z2020-06-23CARVALHO, L. S. Pensamento geográfico: o desafio da formação inicial em geografia. 2020. 215 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/10895ark:/38995/0013000001t0nGeography, 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.A Geografia, através das múltiplas abordagens teóricas e percursos metodológicos, edificou uma estrutura conceitual própria, que sustenta uma forma singular de pensar os fenômenos, atestando sua especificidade e sua identidade epistemológica. Esse pensamento conecta a ciência geográfica à disciplina escolar, sendo uma relevante contribuição da Geografia à sociedade. O professor, nesse contexto, exerce papel fundamental por ser mediador do processo de desenvolvimento cognitivo dos escolares. Logo, é imprescindível que o Pensamento Geográfico se constitua como centralidade nas práticas de ensino dos docentes. Por esta razão, nesta tese, investigou-se o Pensamento Geográfico de licenciandos em Geografia da Universidade Federal de Jataí, em seus períodos finais de formação, objetivando compreender indícios do Pensamento Geográfico na formação e sua relação com a prática docente. Especificamente, objetivou-se: a) compreender os processos de constituição do Pensamento Geográfico no contexto da formação inicial; b) verificar se o Pensamento Geográfico estava proposto no PPP do curso; c) investigar a percepção dos licenciandos no que tange à ciência geográfica, à Geografia escolar e à docência em Geografia; d) avaliar se os licenciandos analisam fenômenos geograficamente e; e) analisar se os licenciandos abordam geograficamente os conteúdos em suas práticas de ensino no estágio. Por meio de uma investigação qualitativa, realizou-se pesquisa participante, com 15 sujeitos, utilizando-se de procedimentos e instrumentos de coleta e análise de dados variados. Realizou-se pesquisa bibliográfica, levantamento de dados por meio de pesquisa documental, observação, questionário, situações-problemas e mediação didática. A análise dos dados conduziu à ideia de que o tema Pensamento Geográfico tem passado por certo amadurecimento teórico e, em suas particularidades, as pesquisas demonstram certos consensos para a definição de um modo de pensar geograficamente: o desenvolvimento de uma estrutura conceitual da Geografia. Constatou-se, portanto, que o desenvolvimento do Pensamento Geográfico por futuros professores apresenta carências que refletem a conservação e/ou constituição de incoerências epistemológicas. Ademais, a investigação empreendida trouxe à tona os seguintes resultados: a) os licenciandos expressaram compreensão incipiente do que é específico da Geografia, baseando-se, principalmente, na generalização de Geografia que construíram na condição de escolares; b) na análise dos fenômenos a maior parte dos licenciandos não foi capaz de operar com o Pensamento Geográfico, restringindo-se à descrição do fenômeno; c) nas práticas de ensino, em uma amostra de três participantes, dois deles não abordaram o conteúdo geograficamente. Essas constatações sustentam a conclusão de que o ponto nevrálgico da fragilidade da operação com o Pensamento Geográfico reside na insuficiência da aprendizagem da base epistemológica da Geografia. Em síntese, defende-se a seguinte tese: há uma problemática central que envolve a construção do Pensamento Geográfico na formação inicial de professores de Geografia. Esta decorre da aprendizagem incipiente dos conhecimentos específicos que subsidiam a apropriação da base epistemológica da Geografia como instrumento cognitivo. Portanto, como possibilidade de desenvolvimento do Pensamento Geográfico, torna-se fundamental que os conhecimentos geográficos estejam articulados em todas as disciplinas formativas da Licenciatura conferindo singularidade à Geografia e seu ensino.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2020-10-27T14:41:03Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Luline Silva Carvalho Santos - 2020.pdf: 3942241 bytes, checksum: 27de644cfdf99e529e7f4e08063414f9 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-10-28T10:47:05Z (GMT) No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Luline Silva Carvalho Santos - 2020.pdf: 3942241 bytes, checksum: 27de644cfdf99e529e7f4e08063414f9 (MD5)Made available in DSpace on 2020-10-28T10:47:05Z (GMT). No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Luline Silva Carvalho Santos - 2020.pdf: 3942241 bytes, checksum: 27de644cfdf99e529e7f4e08063414f9 (MD5) Previous issue date: 2020-06-23Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade 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/openAccessPensamento geográficoFormação inicial em geografiaConhecimentos específicosGeographic thinkingInitial training in geographySpecific knowledgeCIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANAPensamento geográfico: o desafio da formação inicial em geografiaGeographical thinking: the challenge of initial training in geographyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis57500500500500246881reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/72cf925f-714d-4018-9a68-596ea2cc36dd/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/2d8979bc-68ff-4e32-9f5e-d281b8d1f0f2/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTese - Luline Silva Carvalho Santos - 2020.pdfTese - Luline Silva Carvalho Santos - 2020.pdfapplication/pdf3942241http://repositorio.bc.ufg.br/tede/bitstreams/11dc9967-1db6-43e3-8b51-d82101afca25/download27de644cfdf99e529e7f4e08063414f9MD53tede/108952020-10-28 07:47:06.326http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/10895http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2020-10-28T10:47:06Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Pensamento geográfico: o desafio da formação inicial em geografia |
dc.title.alternative.eng.fl_str_mv |
Geographical thinking: the challenge of initial training in geography |
title |
Pensamento geográfico: o desafio da formação inicial em geografia |
spellingShingle |
Pensamento geográfico: o desafio da formação inicial em geografia Santos , Luline Silva Carvalho Pensamento geográfico Formação inicial em geografia Conhecimentos específicos Geographic thinking Initial training in geography Specific knowledge CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA |
title_short |
Pensamento geográfico: o desafio da formação inicial em geografia |
title_full |
Pensamento geográfico: o desafio da formação inicial em geografia |
title_fullStr |
Pensamento geográfico: o desafio da formação inicial em geografia |
title_full_unstemmed |
Pensamento geográfico: o desafio da formação inicial em geografia |
title_sort |
Pensamento geográfico: o desafio da formação inicial em geografia |
author |
Santos , Luline Silva Carvalho |
author_facet |
Santos , Luline Silva Carvalho |
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 |
Richter , Denis |
dc.contributor.referee4.fl_str_mv |
Peixinho, Dimas Moraes |
dc.contributor.referee5.fl_str_mv |
Ascenção, Valéria de Oliveira Roque |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9917838536532665 |
dc.contributor.author.fl_str_mv |
Santos , Luline Silva Carvalho |
contributor_str_mv |
Souza, Vanilton Camilo de Souza, Vanilton Camilo de Cavalcanti , Lana de Souza Richter , Denis Peixinho, Dimas Moraes Ascenção, Valéria de Oliveira Roque |
dc.subject.por.fl_str_mv |
Pensamento geográfico Formação inicial em geografia Conhecimentos específicos |
topic |
Pensamento geográfico Formação inicial em geografia Conhecimentos específicos Geographic thinking Initial training in geography Specific knowledge CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA |
dc.subject.eng.fl_str_mv |
Geographic thinking Initial training in geography Specific knowledge |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA |
description |
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. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-10-28T10:47:05Z |
dc.date.available.fl_str_mv |
2020-10-28T10:47:05Z |
dc.date.issued.fl_str_mv |
2020-06-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CARVALHO, L. S. Pensamento geográfico: o desafio da formação inicial em geografia. 2020. 215 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10895 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000001t0n |
identifier_str_mv |
CARVALHO, L. S. Pensamento geográfico: o desafio da formação inicial em geografia. 2020. 215 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2020. ark:/38995/0013000001t0n |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10895 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
57 |
dc.relation.confidence.fl_str_mv |
500 500 500 500 |
dc.relation.department.fl_str_mv |
24 |
dc.relation.cnpq.fl_str_mv |
688 |
dc.relation.sponsorship.fl_str_mv |
1 |
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 |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/72cf925f-714d-4018-9a68-596ea2cc36dd/download http://repositorio.bc.ufg.br/tede/bitstreams/2d8979bc-68ff-4e32-9f5e-d281b8d1f0f2/download http://repositorio.bc.ufg.br/tede/bitstreams/11dc9967-1db6-43e3-8b51-d82101afca25/download |
bitstream.checksum.fl_str_mv |
8a4605be74aa9ea9d79846c1fba20a33 4460e5956bc1d1639be9ae6146a50347 27de644cfdf99e529e7f4e08063414f9 |
bitstream.checksumAlgorithm.fl_str_mv |
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_ |
1811721341409165312 |