A identidade docente e o ensino de Geografia: um estudo da dimensão do conhecimento geográfico do pedagogo nos anos iniciais

• Autor(a) principal: Antonio, Emmanuele Rodrigues
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9672
• topic: Ensino de Geografia; Anos iniciais; Identidade docente; Pedagogo; Relevo; Geography teaching; Early Years; Teaching identity; Pedagogist; Relief; CIENCIAS HUMANAS::GEOGRAFIA

The present research deals with the teacher identity of the pedagogical teacher and its relation with the geographic knowledge, specifically the relevant content in the initial years. We believe that this topic is relevant to the teaching of Geography by seeking to understand how the teaching and learning process is consolidated, in this phase that the acting teacher is the pedagogue, as well as assist in reflections on teacher training by understanding the dimensions that permeate the constitution of the teaching identities and the reflections on the knowledge and the teaching practice.The main objective of this research was to analyze the dimensions of the teacher identity (s) that make up the pedagogical teachers and the didactic- pedagogical practices of the geographic knowledge about the contents in the initial years. Let us focus on specific objectives: a) To identify the dimension of the personal identity of the pedagogical teacher of the initial years and the influences of the different historical formative contexts; b) Identify the dimension of professional identity and its theoretical and formative references; c) Identify the dimension of the organizational identity that guide the educational planning process of the pedagogical teacher; d) To understand the theoretical-conceptual references of the geographical knowledge in the process of initial and continued formation of the educator teacher; e) To investigate the didactic-pedagogical practices of the pedagogical teacher in the process of teaching the geographic knowledge about the relevant content; f) To evaluate the pedagogical teachers' conceptions regarding the relevant content. Our methodology was materialized from the qualitative research, with the focus on the participant research. The data collection and analysis techniques went through documentary research through the analysis of municipal laws, regulations and guidelines; through the interviews we identified the representations of the identity dimensions of the pedagogical teacher of the initial years and their different perspectives specialized in time and space; and observation made it possible to interpret the pedagogical teacher's practice, the relationships of pedagogical knowledge and specific knowledge, and the mobilization of the relevant content. The information collected by the research was analyzed by the geography and education area references. The table of subjects participating in the research is made up of six pedagogical teachers working in the initial years of the Municipal Education Network of Goiânia, who went through the interview stage and one of them, through the observation and planning of classes. With this, we believe that the present work allowed to broaden the look on how the teaching process is structured and organized in the initial years; the initial training of teacher educators and the context of insertion of specific knowledge of the geographic content; the role of laws and regulations on the perspective of the polyvalent teacher; the construction of the commitments and affinities with the profession, this would make possible the routing of the teaching of Geography.