Ensino de geografia e formação continuada de professores: possibilidades de mediação didática do conceito de lugar para a geografia escolar

• Ano de defesa: 2023
• Autor(a) principal: Silva, Eliane Souza da
• Tipo de documento: Tese
• 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 - Ensino; Formação continuada - Professores; Mediação didática; Pesquisa colaborativa; Geografia escolar; Geography - Teaching; Continuous formation - Teachers; Didactic mediation; Collaborative research; School-based Geography; Formación continua - Profesorado; Mediación didáctica; Investigación colaborativa; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/30084

The present study stems from the understanding that teachers’ continuous formation, by means of collaborative research, adds up to the meaningful learning of School-based Geography, through didactic mediation, taking into consideration student’s experience. The development of this thesis had as main objective to analyse the didactic mediation possibilities to the teachers’ continuous formation, and the teaching and learning of the concept of place in the School-based Geography in Cabedelo-PB. We have also seeked to know the research collaborative subjects’ profiles and their relations to the place, as of the city of Cabedelo. Therefore, we have identified the way the geographic contents were approached to verify whether the teachers relate to the reality of the place where they perform, in the classroom, and which difficulties they find to contextualize with the geographical knowlege. That way, we have developed collaborative didactic actions to the Geography teachers’ continuous formation, and to the teaching and learning of the students, and we have reflected upon the importance of the concept of place in the didactic mediation of School-based Geography. We ave taken into consideration teachers and students’ experience and knowledge. In our thesis we emphasize the concept of place, since it reaches a highlight extent in its restatement in the geographical theoretical production. Thus, we have as places of researching three municipal schools in the city of Cabedelo that have the 6th grade of the Primary Level. As for the collaborative subjects there are three Geography teachers, who work at the selected schools and their respective students. The selection of the 6th grade group was due to the fact of the contentes worked with this year, which in general aim at preparing the students to find themselves in the world, understand the place where they live and the relations between nature and society. Therefore, the research has a qualitative character with the use from the collaborative research, the use of questionaire, semi-structured interview, participant observation and the enforcement of collaborative didactic actions. From the results obtained by means of the instruments used in this research, we observed that we have rechead the proposed objectives and we managed to contribute to the Geography teachers’ continuous formation, collaborative subjects of the investigation, making use of the concept of place in the mediation of the teaching and learning process. We have realized the importance of the continuous formation to the didactic mediation of the concept of place in the School-based Geography and we have observed that the experiences lived by the teachers in Cabedelo needed a more thorough knowledge, so they could contextualize the contentes to the reality of the students. However, the collaborative research contributed to this formation. Through the Geography of the place, the confirmation of the teachers and students, we verified that Cabedelo constitutes a space of learning of School-based Geography in the Primary Level. And that the knowledge of this place, as of the continuous formation with the collaborative didactic actions, has contributed to the School-based Geography mediation, and that the knowledge and experience of the teacher in the city of Cabedelo, provided by the collaborative research, enabled them to conduct more contextualized classes.