A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/123456789/14967 |
Resumo: | Due to the increase in the number of researches related to teacher training and also to teacher knowledge, this study aims to understand the relation between the knowledge of school geography and the knowledge of academic geography and its influences on teacher education, considering that learning how this knowledge manifests has become very relevant for the discussion of public policies geared towards undergraduate courses, in the particular case, the major in Geography. To this purpose, the work presents a qualitative approach based on the oral history of individuals participating in that process. The methodological path developed during the research was based on a bibliographical review of authors from Geography and Education, a documentary research of the curriculum for Geography degree in FAFIDAM/UECE and fieldwork. Observational research, interviews and workshops were used with six teachers from two schools, in addition to interviews with four professors of the FAFIDAM Geography course. At the end of each procedure, the collected data were analyzed. It is intended from the use of these methods not only to investigate the individuals, but gives voice to them to contribute to the formation of the own author and also future Geography teachers. The research presented a series of issues referring to School Geography and Academic Geography and its influences on teachers training. Elementary school teachers tell they feel a distance between those two areas, mainly, in the way the contents are approached in each one. In other words, they agree that there is a gap between universityschool, and that this gap needs to be overcome in order to have a training that is closer to the reality experienced by them. Professors say that this gap has decreased with experiences of curricular reformulations, but they agree that other changes are still necessary in order to bring the knowledge produced in the academy closer to school knowledge. Faced with so many elements that permeate teacher education, it is important to work together with educators in the search for solutions that can contribute to the effective relation between university-school. |
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A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professoresGeografia escolarGeografia acadêmicaFormação de professoresSchool geographyAcademic geographyTeachers trainingCNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIASDue to the increase in the number of researches related to teacher training and also to teacher knowledge, this study aims to understand the relation between the knowledge of school geography and the knowledge of academic geography and its influences on teacher education, considering that learning how this knowledge manifests has become very relevant for the discussion of public policies geared towards undergraduate courses, in the particular case, the major in Geography. To this purpose, the work presents a qualitative approach based on the oral history of individuals participating in that process. The methodological path developed during the research was based on a bibliographical review of authors from Geography and Education, a documentary research of the curriculum for Geography degree in FAFIDAM/UECE and fieldwork. Observational research, interviews and workshops were used with six teachers from two schools, in addition to interviews with four professors of the FAFIDAM Geography course. At the end of each procedure, the collected data were analyzed. It is intended from the use of these methods not only to investigate the individuals, but gives voice to them to contribute to the formation of the own author and also future Geography teachers. The research presented a series of issues referring to School Geography and Academic Geography and its influences on teachers training. Elementary school teachers tell they feel a distance between those two areas, mainly, in the way the contents are approached in each one. In other words, they agree that there is a gap between universityschool, and that this gap needs to be overcome in order to have a training that is closer to the reality experienced by them. Professors say that this gap has decreased with experiences of curricular reformulations, but they agree that other changes are still necessary in order to bring the knowledge produced in the academy closer to school knowledge. Faced with so many elements that permeate teacher education, it is important to work together with educators in the search for solutions that can contribute to the effective relation between university-school.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESDevido ao aumento no número de pesquisas relacionadas à formação de professores e também aos saberes docentes, o presente trabalho tem como objetivo compreender a relação entre os conhecimentos/saberes da Geografia escolar e os conhecimentos da Geografia acadêmica e suas influências na formação do professor, considerando que conhecer como esses conhecimentos se manifestam se torna muito relevante para a discussão de políticas pública voltadas para os cursos de licenciaturas, no caso, aqui, o curso de licenciatura em Geografia. Para tanto o trabalho apresenta uma abordagem qualitativa apoiada na perspectiva da história oral dos sujeitos participantes desse processo. O caminho metodológico desenvolvido durante a pesquisa foi construído a partir da revisão bibliográfica de autores da Geografia e da Educação, de pesquisa documental das matrizes curriculares do curso de Geografia da FAFIDAM/UECE e de trabalho de campo. Foram utilizadas as técnicas de: observações, entrevistas e oficina realizadas com seis professores pertencentes a duas escolas, além de entrevistas realizadas com quatro professores formadores do curso de Geografia da FAFIDAM. Ao final de cada procedimento, foram realizadas as análises dos dados coletados. Pretende-se a partir da utilização desses recursos não apenas investigar os sujeitos, mas lhes dar voz para que contribuam com a formação da própria autora e de futuros professores de Geografia. A pesquisa mostrou uma série de fatos referentes à Geografia escolar e à Geografia acadêmica e as suas influências na formação de professores. Os docentes da Educação Básica dizem sentir um distanciamento entre essas duas modalidades, sobretudo na forma como os conteúdos são abordados em cada uma. Eles concordam que existe uma lacuna entre universidade-escola, e que esta lacuna precisa ser superada para que se tenha uma formação mais próxima à realidade vivenciada pelos professores do ensino básico. Os professores universitários afirmam que esse distanciamento tem diminuído com as reformulações curriculares, mas concordam que ainda são necessárias outras mudanças no sentido de aproximar mais os conhecimentos produzidos na academia aos conhecimentos escolares. Diante de tantos fatores que permeiam a formação docente, torna-se relevante que nos debrucemos, juntamente com os educadores, sobre esses temas na busca de soluções que possam contribuir com a relação efetiva entre universidade-escola.Universidade Federal da ParaíbaBrasilGeografiaPrograma de Pós-Graduação em GeografiaUFPBPinheiro, Antonio Carloshttp://lattes.cnpq.br/9249912459062990Almeida, Cláudia Simone Lemos2019-07-03T16:07:34Z2019-07-032019-07-03T16:07:34Z2018-08-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/14967porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2019-07-03T16:07:34Zoai:repositorio.ufpb.br:123456789/14967Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2019-07-03T16:07:34Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores |
title |
A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores |
spellingShingle |
A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores Almeida, Cláudia Simone Lemos Geografia escolar Geografia acadêmica Formação de professores School geography Academic geography Teachers training CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS |
title_short |
A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores |
title_full |
A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores |
title_fullStr |
A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores |
title_full_unstemmed |
A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores |
title_sort |
A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores |
author |
Almeida, Cláudia Simone Lemos |
author_facet |
Almeida, Cláudia Simone Lemos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pinheiro, Antonio Carlos http://lattes.cnpq.br/9249912459062990 |
dc.contributor.author.fl_str_mv |
Almeida, Cláudia Simone Lemos |
dc.subject.por.fl_str_mv |
Geografia escolar Geografia acadêmica Formação de professores School geography Academic geography Teachers training CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS |
topic |
Geografia escolar Geografia acadêmica Formação de professores School geography Academic geography Teachers training CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS |
description |
Due to the increase in the number of researches related to teacher training and also to teacher knowledge, this study aims to understand the relation between the knowledge of school geography and the knowledge of academic geography and its influences on teacher education, considering that learning how this knowledge manifests has become very relevant for the discussion of public policies geared towards undergraduate courses, in the particular case, the major in Geography. To this purpose, the work presents a qualitative approach based on the oral history of individuals participating in that process. The methodological path developed during the research was based on a bibliographical review of authors from Geography and Education, a documentary research of the curriculum for Geography degree in FAFIDAM/UECE and fieldwork. Observational research, interviews and workshops were used with six teachers from two schools, in addition to interviews with four professors of the FAFIDAM Geography course. At the end of each procedure, the collected data were analyzed. It is intended from the use of these methods not only to investigate the individuals, but gives voice to them to contribute to the formation of the own author and also future Geography teachers. The research presented a series of issues referring to School Geography and Academic Geography and its influences on teachers training. Elementary school teachers tell they feel a distance between those two areas, mainly, in the way the contents are approached in each one. In other words, they agree that there is a gap between universityschool, and that this gap needs to be overcome in order to have a training that is closer to the reality experienced by them. Professors say that this gap has decreased with experiences of curricular reformulations, but they agree that other changes are still necessary in order to bring the knowledge produced in the academy closer to school knowledge. Faced with so many elements that permeate teacher education, it is important to work together with educators in the search for solutions that can contribute to the effective relation between university-school. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-08-31 2019-07-03T16:07:34Z 2019-07-03 2019-07-03T16:07:34Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/14967 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/14967 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Geografia Programa de Pós-Graduação em Geografia UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Geografia Programa de Pós-Graduação em Geografia UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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