O espaço da interdisciplinaridade: reflexões sobre a prática como professor de geografia

• Ano de defesa: 2018
• Autor(a) principal: Jorge, Eduardo Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: História de Vida; Educação; Formação docente; Life history; Education; Teacher training; Currículo
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/31978

The theme of the work is based on the teaching participation in what refers to the daily school so that it contributes to producing an interdisciplinary education. The research problem consists in the need of every professional to think about their life history to seek reflections on their own practice. Our study aims not only raising and discussing my teaching trajectory, but also placing in charge these themes that involve the school, and the participation of the teacher in the construction of a more participative space. In the course of the theoretical reference, we discuss the teacher training, the importance of the Political-Pedagogical Project, the curriculum development, the interdisciplinary teaching, the city as a non-formal teaching space, and the discussion of the process of consolidation of Environmental Education in Brazil. As I was getting in touch with certain subjects during teaching, I became aware of the need to seek sources of research to understand how such situations could be experienced. As a methodology of the work to achieve these objectives, a research was conducted in the form of a life history, in which my eight years experience as Geography teacher in Elementary and Middle School is approached to subsidize a study on interdisciplinarity in general, and the teaching of Geography. When the teacher becomes aware of his abilities, possibilities and probabilities of improvement and advancement in his intellectual baggage, he is exercising individually and seeking alternatives to improve his pr actice not only in the classroom but also in the approach of his discipline. A teacher who can understand how his or her discipline can explore its many different ramifications is more easily approaching an interdisciplinary education. By building a career of almost eight years so far I realize that learning the status of a teacher is constant. Every day, new realities are exposed, subjecting us to situations that require short-term resolutions. Living with Basic Education for a while already provides me with some support for acquiring a more dynamic teaching practice and understanding the nuances that surround it.