Formação continuada de professores de geografia no contexto da Educação de Adolescentes, Jovens e Adultos (EAJA) Goiânia: contribuições para a materialização curricular

• Autor(a) principal: Silva, Marcos Pedro da
• Data de Publicação: 2024
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000d49k
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/13365
• topic: EAJA/EJA; Formação continuada; Materialização do currículo; Geografia; Continuing education; Curriculum materialization; Geography; CIENCIAS HUMANAS::GEOGRAFIA

This research investigates the Continuing Training of Geography Teachers (FCPG) within the scope of Adolescent, Young and Adult Education (EAJA) in the Municipal Education Network (RME) of Goiânia. Therefore, it is based on the hypothesis that this training cannot meet the training demands of teachers in the context of the Geography curriculum at EAJA, from the perspective of dialogue with scientific knowledge, and it is therefore necessary to advance with regard to curricular materialization. In its basic premise, the research is justified by its scientific relevance, in the sense of contributing to the educational community and by the passion of the researcher, Geography professor, for the EAJA modality. To carry out this investigation, the general objective is to analyze the contributions of the RME/Goiânia Training, offered to Geography teachers at EAJA, considering the construction of the curriculum of this component. Thus, the paths taken to implement it were: 1) know the theoreticalmethodological approach and the curricular perspective that support the FCPG at EAJA; 2) investigate the theoretical contributions and the context of Continuing Teacher Training from the Goiânia Network in the organization and development of the pedagogical work of Geography teachers; 3) evaluate the scientific knowledge included in the curricular dimension of Geography from the perspective of the materialization and training demands of Geography teachers; and 4) develop guidelines that meet the needs and propositions highlighted by Geography teachers for continued training in their pedagogical practices. The theoretical and methodological framework that supports this research is based on: Vygotsky (1984; 1987), Freire (1979, 1980, 1986, 2001, 2003, 2004), Saviani (2013), Libâneo (2012, 2013), Gadotti ( 2007), Cavalcanti (2002, 2014, 2019), Santos (1978, 1996, 2014), Portugal et al. (2016), Kimura (2008), Oliveira (2010), Bento and Oliveira (2012), Castrogiovanni (2009), Pontuschka et al. (2009), Martins et al. (2019), Zanette (2017), Marconi and Lakatos (2003), Gil (2008), Minayo (1994), Diniz-Pereira (2011), among several other authors who discuss the topic, understand the human being as a social subject , historically constituted, and who understand reality as a process of action-reflection-action of quality education for the social transformation of subjects. Several legal documents were also used that guide and support the topic in Brazil and in the municipality of Goiânia-GO. The thesis has a qualitative approach and is based on dialectical historical materialism which, according to Frigotto (1989), makes it possible to examine objects and phenomena in process, based on their movement and development. As a procedural typology, descriptive and exploratory field research is presented and, furthermore, bibliographical and documentary research is used for description and analysis. The instruments chosen to generate the data were strategically designed to find ways to reveal the object under study. Professionals with a degree in Geography are invited to participate in the interviews from a sampling point of view and the census nature of the research. The discussion of theoretical-methodological concepts and the organization of the curriculum presented in the Pedagogical Political Proposal (PPP) of the modality prevails, in a broad sense, but without contemplating or addressing specific issues of each curricular component from the perspective of theoretical and methodological dialogue with knowledge scientists in Geography Teaching. Next, analyzes of the data found with the participation of professionals with a degree in Geography and who work at EAJA/EJA are presented, with the aim of understanding their trajectories, actions and experiences in the FCP dimension of the Network. Based on the analyses, the conclusion comes with the suggestion of a training and performance plan for guidance and contribution to the Continuing Training of Geography Teachers (FCPG), in order to add values and concepts used in the component, in proposing a quality education for the EAJA/EJA modality, which has meaning and significance for the materialization of the Geography curriculum. The thesis highlights the importance of teacher training to implement the Geography curriculum in Youth and Adult Education (EAJA/EJA), promoting a critical and interdisciplinary educational approach