A relação entre a geografia escolar e a geografia acadêmica: impactos na formação de professores

• Ano de defesa: 2018
• Autor(a) principal: Almeida, Cláudia Simone Lemos
• 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: Geografia escolar; Geografia acadêmica; Formação de professores; School geography; Academic geography; Teachers training; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/14967

Due to the increase in the number of researches related to teacher training and also to teacher knowledge, this study aims to understand the relation between the knowledge of school geography and the knowledge of academic geography and its influences on teacher education, considering that learning how this knowledge manifests has become very relevant for the discussion of public policies geared towards undergraduate courses, in the particular case, the major in Geography. To this purpose, the work presents a qualitative approach based on the oral history of individuals participating in that process. The methodological path developed during the research was based on a bibliographical review of authors from Geography and Education, a documentary research of the curriculum for Geography degree in FAFIDAM/UECE and fieldwork. Observational research, interviews and workshops were used with six teachers from two schools, in addition to interviews with four professors of the FAFIDAM Geography course. At the end of each procedure, the collected data were analyzed. It is intended from the use of these methods not only to investigate the individuals, but gives voice to them to contribute to the formation of the own author and also future Geography teachers. The research presented a series of issues referring to School Geography and Academic Geography and its influences on teachers training. Elementary school teachers tell they feel a distance between those two areas, mainly, in the way the contents are approached in each one. In other words, they agree that there is a gap between universityschool, and that this gap needs to be overcome in order to have a training that is closer to the reality experienced by them. Professors say that this gap has decreased with experiences of curricular reformulations, but they agree that other changes are still necessary in order to bring the knowledge produced in the academy closer to school knowledge. Faced with so many elements that permeate teacher education, it is important to work together with educators in the search for solutions that can contribute to the effective relation between university-school.