The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina

Detalhes bibliográficos
Autor(a) principal: Santos, Adriana Regina de Jesus
Data de Publicação: 2022
Outros Autores: Gonçalves, José Alexandre
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/195049
Resumo: The article analyzes the precepts of the Resolution number 02/2015 and the new curriculum aimed at the degree in geography course at the State University of Londrina (UEL) from the requirements of such regulation. Based on the dialectical method, the study addressed official documents, especially the specific formative axis of the teacher professionalization, and appreciated the analytical category defined here as appearance, having, as comparative support, other works in similar contexts and realities. During the analysis, due to the method, some questions are raised about the apparent plan of the object, recognizing that the appearance needs to be well elucidated, because, in many moments, they reveal to the observer the essence of the concrete. That said, when analyzing the syllabuses of the disciplines, it was possible to highlight some weaknesses in the training process of the geography teacher. Thus, it is considered that a licentiate degree is a course that must necessarily have an identity and be based on the theoretical foundations of Education. In this way, it is necessary to rethink the list of disciplines and their themes to encompass the understanding of the complexity of the professional field, thus avoiding thinking about the formation of the future geography teacher in a pragmatic and utilitarian perspective, aspects that are quite publicized in the academic literature on the field.
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spelling The essence and appearance in the curricular context of the degree in the geography course at the State University of LondrinaA essência e a aparência no contexto curricular da licenciatura no curso de geografia da Universidade Estadual de LondrinaEducaçãoCurrículoLicenciaturaGeografiaEducationCurriculumDegreeGeographyThe article analyzes the precepts of the Resolution number 02/2015 and the new curriculum aimed at the degree in geography course at the State University of Londrina (UEL) from the requirements of such regulation. Based on the dialectical method, the study addressed official documents, especially the specific formative axis of the teacher professionalization, and appreciated the analytical category defined here as appearance, having, as comparative support, other works in similar contexts and realities. During the analysis, due to the method, some questions are raised about the apparent plan of the object, recognizing that the appearance needs to be well elucidated, because, in many moments, they reveal to the observer the essence of the concrete. That said, when analyzing the syllabuses of the disciplines, it was possible to highlight some weaknesses in the training process of the geography teacher. Thus, it is considered that a licentiate degree is a course that must necessarily have an identity and be based on the theoretical foundations of Education. In this way, it is necessary to rethink the list of disciplines and their themes to encompass the understanding of the complexity of the professional field, thus avoiding thinking about the formation of the future geography teacher in a pragmatic and utilitarian perspective, aspects that are quite publicized in the academic literature on the field.O artigo analisa os preceitos da Resolução nº 02/2015 e o novo currículo objetivado no curso de licenciatura em geografia na Universidade Estadual de Londrina (UEL) a partir das exigências de tal normativa. Nas bases do método dialético, o estudo abordou documentos oficiais, especialmente o eixo formativo específico da profissionalização do professor, e apreciou a categoria analítica aqui definida como aparência, tendo, como suporte comparativo, outros trabalhos em contextos e realidades semelhantes. Ao longo da análise, por força do método, apresentam-se alguns questionamentos ao plano aparente do objeto, reconhecendo que a aparência precisa estar bem elucidada, pois, em muitos momentos, ela revela ao observador a essência do concreto. Isso posto, ao analisar as ementas das disciplinas, foi possível evidenciar algumas fragilidades no processo formativo do professor de geografia. Assim, pondera-se que a licenciatura é um curso que necessariamente deve ter identidade e se fundamentar nas bases teóricas da educação. Desse modo, é preciso repensar o elenco de disciplinas e seus temas para abranger o entendimento da complexidade do campo profissional, evitando dessa maneira, pensar a formação do futuro professor de geografia em uma perspectiva pragmática e utilitarista, aspectos bastante veiculados na literatura acadêmica sobre o campo.Universidade de São Paulo. Faculdade de Educação2022-02-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/19504910.1590/S1678-4634202248236020Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e236020 Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e236020 Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e236020 1678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/195049/180321https://www.revistas.usp.br/ep/article/view/195049/180320https://www.revistas.usp.br/ep/article/view/195049/180319Copyright (c) 2022 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSantos, Adriana Regina de Jesus Gonçalves, José Alexandre 2022-02-17T18:03:52Zoai:revistas.usp.br:article/195049Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2022-02-17T18:03:52Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina
A essência e a aparência no contexto curricular da licenciatura no curso de geografia da Universidade Estadual de Londrina
title The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina
spellingShingle The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina
Santos, Adriana Regina de Jesus
Educação
Currículo
Licenciatura
Geografia
Education
Curriculum
Degree
Geography
title_short The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina
title_full The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina
title_fullStr The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina
title_full_unstemmed The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina
title_sort The essence and appearance in the curricular context of the degree in the geography course at the State University of Londrina
author Santos, Adriana Regina de Jesus
author_facet Santos, Adriana Regina de Jesus
Gonçalves, José Alexandre
author_role author
author2 Gonçalves, José Alexandre
author2_role author
dc.contributor.author.fl_str_mv Santos, Adriana Regina de Jesus
Gonçalves, José Alexandre
dc.subject.por.fl_str_mv Educação
Currículo
Licenciatura
Geografia
Education
Curriculum
Degree
Geography
topic Educação
Currículo
Licenciatura
Geografia
Education
Curriculum
Degree
Geography
description The article analyzes the precepts of the Resolution number 02/2015 and the new curriculum aimed at the degree in geography course at the State University of Londrina (UEL) from the requirements of such regulation. Based on the dialectical method, the study addressed official documents, especially the specific formative axis of the teacher professionalization, and appreciated the analytical category defined here as appearance, having, as comparative support, other works in similar contexts and realities. During the analysis, due to the method, some questions are raised about the apparent plan of the object, recognizing that the appearance needs to be well elucidated, because, in many moments, they reveal to the observer the essence of the concrete. That said, when analyzing the syllabuses of the disciplines, it was possible to highlight some weaknesses in the training process of the geography teacher. Thus, it is considered that a licentiate degree is a course that must necessarily have an identity and be based on the theoretical foundations of Education. In this way, it is necessary to rethink the list of disciplines and their themes to encompass the understanding of the complexity of the professional field, thus avoiding thinking about the formation of the future geography teacher in a pragmatic and utilitarian perspective, aspects that are quite publicized in the academic literature on the field.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/195049
10.1590/S1678-4634202248236020
url https://www.revistas.usp.br/ep/article/view/195049
identifier_str_mv 10.1590/S1678-4634202248236020
dc.language.iso.fl_str_mv eng
por
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dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/195049/180321
https://www.revistas.usp.br/ep/article/view/195049/180320
https://www.revistas.usp.br/ep/article/view/195049/180319
dc.rights.driver.fl_str_mv Copyright (c) 2022 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Educação e Pesquisa
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e236020
Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e236020
Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e236020
1678-4634
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