Os conhecimentos docentes dos futuros professores de Geografia

• Ano de defesa: 2024
• Autor(a) principal: Renato Frade da Costa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; IGC - INSTITUTO DE GEOCIENCIAS; Programa de Pós-Graduação em Geografia; UFMG
• Palavras-chave em Português: interpretações geográficas; raciocínio geográfico; conhecimento docente; ensino de Geografia; formação de professores; Geografia – Estudo e ensino; Comportamento espacial; Professores – Formação
• Link de acesso: http://hdl.handle.net/1843/71429

This work aimed to analyze whether future Geography teachers, trained in the face-to-face Geography course, offered by the Federal University of Minas Gerais (UFMG), are capable of creating the conditions considered, by this research, as necessary to promote interpretations geographic areas in Geography teaching. Geographic interpretations are analytical procedures of great importance for basic education students to understand the dynamics of geographic space through the analysis of the spatiality of a given event, contributing to the teaching of Geography not being restricted to the study of spatial components in isolation. The idea of geographic interpretation present in this work is based on the Geographic Reasoning (RG) perspective developed by Roque Ascenção and Valadão (2014, 2017a, 2017b) and Roque Ascenção, Valadão and Silva (2018). From this RG perspective, the research instrument used was delimited. This instrument is a Didactic Sequence (SD) constructed by undergraduate students who were in the final phase of the Geography course at UFMG. These SDs had a common theme as a reference, and should be prepared with reference to students in the 9th year of elementary school. The analysis of the results of this instrument occurred in dialogue with the RG perspective adopted, in addition to the category of Pedagogical Content Knowledge (PCK), present in Shulman (1986, 2014), for its implementation, categories were constructed that allowed understanding the limitations and the skills of these future teachers in relation to the development of activities. Through the SDs constructed, it was possible to verify that the majority of undergraduate students do not acquire the necessary knowledge to promote the carrying out of geographic interpretations in the teaching of Geography. This result indicates that the training of Geography teachers at UFMG has problems related to the objectives of the course, since it does not guarantee that the majority of its graduates think about geographic content from a teaching perspective.