A geografia física (?) na formação inicial de professores: um estudo de caso no curso de licenciatura em geografia da UEPB, Campina Grande - PB

• Ano de defesa: 2021
• Autor(a) principal: Brito, Dayane Galdino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Geografia; Programa de Pós-Graduação em Geografia; UFPB
• Palavras-chave em Português: Formação de professores; Natureza; Ensino de geografia; Conhecimento pedagógico do conteúdo; Teacher training; Nature; Geography teaching; Pedagogical content knowledge; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/23036

This work investigates the curricular components in the physical area in Geography’s degree course at the State University of Paraiba, Campus I, Campina Grande-PB. As a general objective, we seek to analyze the proposed curriculum focused on teacher training in geography on teaching the contents of Nature at the State University of Paraiba, Campina Grande-PB. The specific objectives are: to identify the guidelines of the National Curriculum Guidelines for undergraduate courses and their ramifications in the physical area; identify the contributions of nature as potential for the constitution of pedagogical content knowledge and its impact on the curriculum of training teachers; to analyze the conceptions of the pre-active and interactive curriculum for the formation of teachers in the curricular components of Nature; and, finally, to reflect on the potentials and limitations in teaching Geography from the contemporary trends for teaching Nature. Therefore, a bibliographical review was carried out in the light of the theoretical line of the knowledge base for teaching, according to the studies by Lee S. Shulman, on Geography teacher education, curriculum policies, Physical Geography, in addition to a state of knowledge based on theses and dissertations on the contributions of Nature to the teaching of Geography. Demands for teacher training were observed for the constitution of pedagogical content knowledge, based on theoretical-methodological indications for Nature in the teaching of Geography. As a methodology, a case study with a qualitative approach was developed, based on document analysis of the Pedagogical Course Project, semi-structured interviews with trainer teachers and focus groups with freshmen students in semesters 2016.1, 2016.2 and 2017.1. Questionnaires were also applied to students for identification and characterization purposes. The data collection procedures were based on virtual meetings (Google Meet) and the Google Form (Google Forms). Data were analyzed based on content analysis. The results indicate advances with the increase in the workload, the insertion of the axis of pedagogical practices and the axis of field activities in the curricular components of Nature Studies in the pre-active curriculum. In the interactive curriculum, students place demands on deepening knowledge in the local context and offering elective curricular components. In the axis of pedagogical practices, there is the development of micro-lessons, production of didactic resources, experiments, field research as a methodology for teacher training, and field activities, the emphasis is on field classes. With the analysis of the knowledge base for teaching the activities of the pedagogical practices axis, it was observed that the awareness of the topic follows trends in academic research in the studies of Nature and that there are gaps in the approach of place, in knowing the curriculum as well as the students’ skill. Thus, it is a challenge to plan training activities by teacher trainers as a process for the development of pedagogical content knowledge in undergraduates.