Narrativa geo(bio)gráfica de um professor em construção: trilhas formativas e a pedagogia de projetos

• Ano de defesa: 2022
• Autor(a) principal: Marinho, Alisson Beleza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Roraima; Brasil; PRPPG - Pró-reitoria de Pesquisa e Pós-Graduação; PPG-EDU - Programa de Pós-Graduação em Educação; UFRR
• Palavras-chave em Português: Educação; Geografia escolar; Pedagogia de projetos; Narrativa geo(bio)gráfica; Experiência; Experience; Education; School geography; Project pedagogy; Geo(bio)graphic narrative; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufrr.br:8080/jspui/handle/prefix/786

Certainly, the formation of the subject includes not only that which occurred in the spaces established for this, but is also related to those built in non-formal and informal spaces, therefore, to the subjects' experiences, to the formative processes throughout life. In this sense, the present research intends in its general objective to understand, through the geo(bio)graphic narrative of formation and the reports of successful experiences, the formative paths, as well as the influences of the reference groups in my formation and pedagogical performance by through Project Pedagogy in the teaching of School Geography. The theoretical foundation comprises three thematic axes that also correspond to the three axes of analysis: the teaching of School Geography: challenges and possibilities; The Pedagogy of Projects; Autobiographical narrative as a device for understanding the experience and formative processes throughout life. The methodology adopted is anchored in the theoretical and methodological assumptions of the autobiographical approach. In the analysis of my autobiographical narrative of formation and report of successful experiences, I highlight the formative experiences built with these reference groups, which are of great importance for the understanding of my formative paths and teaching performance in basic education, through the Project Pedagogy in the Teaching of School Geography. For that, the materials used in the use of the autobiographical method consisted of: a) personal documents: photographs, which show my personal and professional trajectory and the educational practice with the Pedagogy of Projects in the teaching of School Geography, which I will call narratives photographs, thus showing my training path, the trails I followed, the reference trails; b) personal and professional videos, in the case of project development and presentations; c) lesson plans; d) biographical records: narratives of life and professional paths; narratives of successful experiences in the teaching of School Geography through Project Pedagogy. As in all trails there are reference points, this geo(bio)graphic formative trail will be no different. This Dissertation is composed of 8 (eight) strategic points of this geo(bio)graphic trail to better equate the proposed objectives. The discussion of the results takes place specifically in points 6 and 7. In point 6: Training trails: Mapping my itineraries - experiences that affect me, shape me, transform me, build me and constitute me, and at point 7: On the trail, too reflection is made: reflecting on the reference experiences and the pedagogy of projects in the construction of a professional profile, in which I present the experiences built with the reference groups and I also present the 4 (four) experiences with the Pedagogy of Projects in the teaching of School Geography. This narrative research allowed me to understand that training is not restricted to established spaces, but to all spaces, whether formal, non-formal or informal. The geo(bio)graphic narrative of formation made it possible to reveal significant elements for the interpretation and understanding of my formative paths and teacher identity constitution, as well as the influences of the reference groups in this process. In this sense, it is necessary to consider the different ways of producing knowledge, which are not restricted to the established spaces.