Tessituras colaborativas entre a universidade e a escola: experiências de pesquisa-formação com professores de geografia de Itabaiana-PB

• Autor(a) principal: Souza, Eduardo Barboza de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/20763
• topic: Formação continuada de professores; Educação geográfica; Pesquisa colaborativa; Ensino de geografia; Continuing teacher education; Geographic education; Collaborative research; Geography teaching; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA

This paper discusses the continuing education of geography teachers from the critical-reflexive perspective of the research-training unit. It is considered that continuing education does not happen only in a school, with the removal from service and only when offered by university teachers or external technicians in the school. It can and should also happen at school, among the only documents, such as in research partnerships that bring the university and school closer together. In this sense, the objective of this work was to build and investigate collaborative experiences between a university and a school focused on the continuing education of high school geography teachers in Itabaiana-PB. The methodology was guided by the qualitative approach and developed through a collaborative research, in three stages: 1. Collaborative meetings for analysis, interviews and research-training planning; 2. Didactic sequence for execution of the collaborative action; 3. Reflective sessions for discussion and evaluation. Having a cartography defined as the problem of the practice of this research-training, we developments activities such as reading maps, educational games and building models that led as two teachers, the participation and reflection and improvement of the work with cartography in Geography classes. Thus, the continuing education developed here as research-training confirms an idea that research with teachers rather than teachers is a professional path for studies in the field of Geographic Education.