Leitura curricular da formação de professores de Geografia: Brasil, Espanha e Portugal

• Autor(a) principal: Shimizu, Rita de Cassia Gromoni [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/132209; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/13-11-2015/000854065.pdf
• topic: Teachers, Training of; Professores - Formação; Professores de geografia; Brasil; Portugal; Espanha; Análise documentária; Geografia - Estudo e ensino; Universidades e faculdades - Curriculos

This research aims to perform a curriculum reading of the teacher education of Geography in Brazil, Spain and Portugal, as from the hypothesis that the construction and implementation of the training proposals of the degrees in Geography are determined in regulatory conceptions, in other words, legitimating the bureaucratic control and focused mainly on the technical dimension. Therefore, it studies an institution for each Brazilian Region, an institution from the Galicia Region - Spain and an institution from the Minho Region - Portugal. As from the theoretical reference used, among the Brazilian institutions, courses were selected from Universidade Estadual Paulista - UNESP - Rio Claro campus and Presidente Prudente campus (Southeast Region), Universidade Federal de Santa Catarina - UFSC (South Region), Universidade Federal de Goiás - UFG (Midwest Region), Universidade Federal de Roraima (North Region) and Universidade Federal de Pernambuco - UFPE (Northeast Region). Among the European Regions, courses were selected from Universidade de Santiago de Compostela - USC (Spain) and Universidade do Minho - UMINHO (Portugal). This is a qualitative research, based on the documentary analysis (2013) and on the content analysis with the software aid. Among the mentioned courses, 8 political-pedagogical projects (PPPs), 10 curriculum structures and 306 teaching plans of the compulsory subjects were analyzed. The text is structured in three chapters, and in Chapter 1 the theoretical references about the origin of the Geography subject are presented as well as the Curriculum, the Political-Pedagogical Project, Curriculum Reforms and Teacher Education, not only in general ambit, but also in the specific case of Geography; Chapter 2 presents the context of the research, as from the hypothesis, aim and issues which were the bases for the choice of the theme, including the object of study, the course presentation, the trajectory of the research and...