The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ateliê Geográfico |
Texto Completo: | https://revistas.ufg.br/atelie/article/view/55870 |
Resumo: | The objective of this study is to analyze the training of Geography teachers in different Institutions of Higher Education (IES) in Brazil, evaluating the changes that occurred in the initial formation in the period from 2002 to 2012 according to the National Curricular Guidelines (DCNs). This is a collective research carried out within the scope of the Teaching and Research Core in Geographic Education (NEPEG), which brings together researchers from different Brazilian IESs. The problematic of the formation of Geography teachers in the scope of the DCNs involves the political context of the Brazilian education; the scenario of its implementation; and the impacts already perceived in the training of Geography teachers in function of these DCN's. This article will present the first stage of the research, that is, the analysis of the pedagogical projects of the institutions involved, to understand the relation of the project with the DCNs; the conception of the stage and practice as a curricular component; the relation between theory and practice; the position and the time load of the pedagogical disciplines, highlighting the convergences and divergences regarding the clash between legislation and pedagogical project. Keywords: National Curricular Guidelines; Pedagogical Projects; Teacher Training in Geography; Brazil. |
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The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular GuidelinesLos proyectos pedagógicos de los cursos de formación de los profesores de Geografía después de la aprobación de las Directrices Curriculares NacionalesOs projetos pedagógicos dos cursos de formação de professores de Geografia após a aprovação das Diretrizes Curriculares NacionaisThe objective of this study is to analyze the training of Geography teachers in different Institutions of Higher Education (IES) in Brazil, evaluating the changes that occurred in the initial formation in the period from 2002 to 2012 according to the National Curricular Guidelines (DCNs). This is a collective research carried out within the scope of the Teaching and Research Core in Geographic Education (NEPEG), which brings together researchers from different Brazilian IESs. The problematic of the formation of Geography teachers in the scope of the DCNs involves the political context of the Brazilian education; the scenario of its implementation; and the impacts already perceived in the training of Geography teachers in function of these DCN's. This article will present the first stage of the research, that is, the analysis of the pedagogical projects of the institutions involved, to understand the relation of the project with the DCNs; the conception of the stage and practice as a curricular component; the relation between theory and practice; the position and the time load of the pedagogical disciplines, highlighting the convergences and divergences regarding the clash between legislation and pedagogical project. Keywords: National Curricular Guidelines; Pedagogical Projects; Teacher Training in Geography; Brazil. Se pretende analizar la formación de profesores de Geografía en diferentes IES Instituciones de Enseñanza Superior en Brasil, analizando las alteraciones ocurridas en la formación inicial en el período de 2002 a 2012, en función de las DCN Directrices Curriculares Nacionales. Se trata de una investigación colectiva desarrollada en el ámbito del Núcleo de Enseñanza e Investigación en Educación Geográfica, NEPEG, que añade investigadores de diferentes IES brasileñas. La problemática de la formación de profesores de Geografía en el ámbito de las DCN está involucrada en el contexto político de la educación brasileña; el formato de su implantación; y los impactos ya observados en la formación de profesores de Geografía en función de esas DCN. Se presentará en este artículo la primera etapa de la investigación, que será el análisis de los proyectos pedagógicos de las instituciones involucradas, para conocer la relación del proyecto con las DCN; la concepción de las prácticas profesionales y de la práctica como componente curricular; la relación teoría y práctica; la posición y la carga horaria de las disciplinas pedagógicas, destacando las afinidades y diferencias sobre los ataques entre la legislación y el proyecto pedagógico. Palabras-clave: Directrices Curriculares Nacionales. Proyectos pedagógicos. Formación de Profesores de Geografía. Brasil.Objetiva-se analisar a formação de professores de Geografia em diferentes Instituições de Ensino Superior (IES) no Brasil, avaliando as alterações ocorridas na formação inicial no período de 2002 a 2012 em função das Diretrizes Curriculares Nacionais (DCN’s). Trata-se de uma pesquisa coletiva desenvolvida no âmbito do Núcleo de Ensino e Pesquisa em Educação Geográfica (NEPEG), que agrega pesquisadores de diferentes IES brasileiras. A problemática da formação de professores de Geografia no âmbito das DCN’s envolve o contexto político da educação brasileira; o cenário de sua implantação; e os impactos já percebidos na formação de professores de Geografia em função dessas DCN’s. Apresentar-se-á nesse artigo a primeira etapa da pesquisa, qual seja, a análise dos projetos pedagógicos das instituições envolvidas, para conhecer a relação do projeto com as DCNs; a concepção do estágio e da prática como componente curricular; a relação teoria e prática; a posição e a carga horária das disciplinas pedagógicas, destacando as convergências e divergências quanto ao embate entre legislação e projeto pedagógico. Palavras-chave: Diretrizes Curriculares Nacionais; Projetos Pedagógicos; Formação de Professores em Geografia; Brasil.Universidade Federal de Goiás2019-04-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/atelie/article/view/5587010.5216/ag.v13i1.55870Ateliê Geográfico Journal; Vol. 13 No. 1 (2019); 170–186Ateliê Geográfico; Vol. 13 Núm. 1 (2019); 170–186Ateliê Geográfico; v. 13 n. 1 (2019); 170–1861982-1956reponame:Ateliê Geográficoinstname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/atelie/article/view/55870/33051Copyright (c) 2019 Ateliê Geográficoinfo:eu-repo/semantics/openAccessMorais, Eliana Marta Barbosa deAlves, Adriana OliviaBueno, Miriam Aparecida2020-08-27T20:00:56Zoai:ojs.revistas.ufg.br:article/55870Revistahttps://www.revistas.ufg.br/ateliePUBhttps://www.revistas.ufg.br/atelie/oairevista.ateliegeografico@gmail.com || deniscastilho@hotmail.com || laracristineufg@yahoo.com.br1982-19561982-1956opendoar:2024-05-21T19:55:32.543383Ateliê Geográfico - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines Los proyectos pedagógicos de los cursos de formación de los profesores de Geografía después de la aprobación de las Directrices Curriculares Nacionales Os projetos pedagógicos dos cursos de formação de professores de Geografia após a aprovação das Diretrizes Curriculares Nacionais |
title |
The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines |
spellingShingle |
The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines Morais, Eliana Marta Barbosa de |
title_short |
The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines |
title_full |
The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines |
title_fullStr |
The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines |
title_full_unstemmed |
The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines |
title_sort |
The pedagogical projects of the Geography teachers training courses after the approval of the National Curricular Guidelines |
author |
Morais, Eliana Marta Barbosa de |
author_facet |
Morais, Eliana Marta Barbosa de Alves, Adriana Olivia Bueno, Miriam Aparecida |
author_role |
author |
author2 |
Alves, Adriana Olivia Bueno, Miriam Aparecida |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Morais, Eliana Marta Barbosa de Alves, Adriana Olivia Bueno, Miriam Aparecida |
description |
The objective of this study is to analyze the training of Geography teachers in different Institutions of Higher Education (IES) in Brazil, evaluating the changes that occurred in the initial formation in the period from 2002 to 2012 according to the National Curricular Guidelines (DCNs). This is a collective research carried out within the scope of the Teaching and Research Core in Geographic Education (NEPEG), which brings together researchers from different Brazilian IESs. The problematic of the formation of Geography teachers in the scope of the DCNs involves the political context of the Brazilian education; the scenario of its implementation; and the impacts already perceived in the training of Geography teachers in function of these DCN's. This article will present the first stage of the research, that is, the analysis of the pedagogical projects of the institutions involved, to understand the relation of the project with the DCNs; the conception of the stage and practice as a curricular component; the relation between theory and practice; the position and the time load of the pedagogical disciplines, highlighting the convergences and divergences regarding the clash between legislation and pedagogical project. Keywords: National Curricular Guidelines; Pedagogical Projects; Teacher Training in Geography; Brazil. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.ufg.br/atelie/article/view/55870 10.5216/ag.v13i1.55870 |
url |
https://revistas.ufg.br/atelie/article/view/55870 |
identifier_str_mv |
10.5216/ag.v13i1.55870 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/atelie/article/view/55870/33051 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Ateliê Geográfico info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Ateliê Geográfico |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
Ateliê Geográfico Journal; Vol. 13 No. 1 (2019); 170–186 Ateliê Geográfico; Vol. 13 Núm. 1 (2019); 170–186 Ateliê Geográfico; v. 13 n. 1 (2019); 170–186 1982-1956 reponame:Ateliê Geográfico instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Ateliê Geográfico |
collection |
Ateliê Geográfico |
repository.name.fl_str_mv |
Ateliê Geográfico - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
revista.ateliegeografico@gmail.com || deniscastilho@hotmail.com || laracristineufg@yahoo.com.br |
_version_ |
1799874837175336960 |