Necessidades formativas em geografia para professores dos anos iniciais do ensino fundamental

• Ano de defesa: 2016
• Autor(a) principal: Lemes, Robson de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Departamento de Geografia; Programa de Pós-Graduação em Geografia; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Geografia; Formação docente; Didática; Ensino fundamental; Alfabetização geográfica; Ensino de Geografia; Anos Iniciais do Ensino Fundamental; Brasil.; Geography teaching; Early Years of Elementary School; Didactically; Teacher Training; Geographic Literacy; Brazil.; Ciências Humanas
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/2830

The main point of this research is to analise the pedagogue teachers formative needs in the Early Years of the Elementary School. There are many works that, in a critical way, present blanks between the provided contents in the Geography programs for the Initial Years, and the way that contents are presented at the schools. In other words, most times, the contents are proposed and organized by especialists in the area, but their execution stays in the responsibility of other professionals which don t share the same specialty. So, in many cases, teaching Geography becomes a burden to be carried by teachers. In the course of this research, it sought to contrast the importance of analising the formative needs (RODRIGUES E ESTEVES, 1993), as a possibility of improve planning intervention to the formation of the pedagogue teacher, and discuse the importance and the role of Geography in the initial and continuing education of pedagogue. We defend the presence of Geography as a specific zone of the curriculum in the Initial Years of Elementary School, and throught this research, we tried to justify that presence. To understand how teachers organized their actions in the classroom, whose teaching practices need to lead students to a geographic literacy, adopted as the main theoretical studies of Rodrigues and Estevez (1993) on training needs. The selected data collection instruments were, ina first step, questionnaires- applied to a group of 96 teachers- and, in a second step, individual semi-structured interviews and observations of five teachers classes in which privileged to qualitative aspects. The data analysis was conducted by the methodology of contente analysis (Bardin, 2007; MORAES, 1999), as it enables the researcher to interpret the messages and achieve a deeper understanding of the representations and actions of teachers in the classroom. The analysis described in this paper reveal a training need just linked to theoretical and conceptual issues of geographical Science, approaching the concepts of the most appropriate teaching methods for them. We found in this research that the main training needs of pedagogue teachers are linked to the ownership of keygeography concepts, the use of the characteristic features of geography teaching, understanding of the relationship between methodologies and geographical teaching contente and mastery of various scales of analysis of geographical space. This work also defends the main point of intervention to remedy the training needs of pedagogue teachers in continuing education.