Tessitura de saberes de professores de Geografia em início de carreira: histórias de vida, trajetórias de formação e fazeres docentes

• Autor(a) principal: Barros, Josias Silvano de
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/22994
• topic: Educação geográfica; Formação de professores; Histórias de vida; Práticas e fazeres docentes; Saber geo(bio)circular; Geographic education; Teacher training; Life stories; Teaching practices and doing teachers; Knowledge geo(bio)circular; Educación geográfica; Formación de profesores; Historias de vida; Prácticas y actividades docentes; Saber geo(bio)circular; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS

This thesis, with a qualitative approach, inscribed in the scope of the (Self) biographical method, takes a texture from the narratives of the life stories, the training trajectories and the teaching practices of five Geography teachers at the beginning of their careers in basic education in Paraiba and the public deal with their teaching knowledge. The question that mobilized this investigations is situated in how the Geography teacher of public basic education in Paraíba, a graduate of State University of Paraíba, Campus-III city Guarabira, mobilizes your pedagogical practices and what he narrates about his professional knowledge at the beginning of the career. Therefore, the approach focuses on the analysis of the process for appropriation, construction and mobilization of the knowledge of Geography teachers in public basic education, at the beginning of their career in accordance with the life stories and trajectories of schooling, academic training and professional practice. The methodology used marks the theoretical conceptual dimension of (auto) biographical research, anchored in life stories and in the training and professionalization paths of beginning teachers. The data collection devices support the technique of narrative interview and observations of pedagogical practices. The teacher’s narratives express biographical events, through contours that signal training profession repertories, with direct link between the experiences carried out in the social daily life throughout life. The records of (carto) graphed practices show the way in which these teachers mobilize their pedagogical and geographic knowledge in the context of basic education. In this sense, the classroom presents itself as the core space of didactic actions that make up situational learning that reflect ways of teaching and learning Geography with resonances from the academic training field, school memories, social and school life, identification and denial educational practices experienced throughout life-training, as well as the influence of digital media. The sayings and pedagogical actions of these teachers delineate the circularity of a geographical school knowledge, under construction, syncretic, which emerges from the practice itself, with marks from everyday life, from university education and from the school culture inherited from the schooling process and touched by knowledge make of pairs (geocircular).This knowledge circulates between individual beliefs, social representations of lived histories, process of creativity, improvisation and resignification of Geography practiced at school and in life, whose school movements are paced during the classroom rhythm, in addition to the personal subjectivation attributed to geographic content (biocircular).The study shows, therefore, that the knowledge of Geography teachers at the beginning of their career is driven by references that circulate among themselves and are woven into memories and experiences of the context of life, the schooling process, academic training and teaching practice, inscribing itself as a geo(bio)circular knowledge.