A bibliografia didática de Geografia: história e pensamento do ensino geográfico no Brasil (1814-1930...)
| Ano de defesa: | 2012 |
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| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Uberlândia
BR Programa de Pós-graduação em Geografia Ciências Humanas UFU |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
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| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | https://repositorio.ufu.br/handle/123456789/15953 https://doi.org/10.14393/ufu.te.2012.54 |
Resumo: | Considering the geography textbooks as one of the places of historical and ideological discourse of geographical thought in Brazil, instituting the history of this science, the thesis aim to understand the didactic bibliography of geography, its history and thought, between 1810 s and the 1930 s, through the constitutive description of the trajectory and the analysis of the Geography textbook and the discourses of their subjects. It was considered Discourse Analysis, History of School Subjects and Curriculum History as theoretical-methodological to grasp the geography teaching for research subject. The bibliography systematized data on 276 books, 510 editions, written by 183 authors. The first manifestations of Geography discipline as independent discipline emerged an in superior education in the curriculum of some early science courses introduced in Brazil in the context of Royal Military Academy (1810) formation, so the geography began to be studied in independent courses, marking this process the emergence of textbooks in the early 1820s, being introduced permanently in the curriculum of the Colégio Pedro II from 1837. The geography teaching, with an intensity variation along its trajectory, assumed a cultural, a national and a scientific paper in the context of Brazilian education. The didactic discourses of Geography, since its inception, enrolled in Geography modern classic, emerging in the eighteenth century, understanding the structure of the Physical Geography, the Political Geography and Cosmography as aspects of its organization, a model which, at the end nineteenth century, began to show signs of exhaustion. The 1920s were a watershed for the teaching of Geography and the its didactic literature. The \"modern lines\" of geography, coupled with the feeling of fatigue as measured by descriptive geography, the reorientation of the education aims contribute to compose a new framework for teaching geography. The examination of the literature allowed the monitoring of the formation and development of geography as a school subject. Demonstrated its content violated its auxiliary function, implicit in the teaching of this knowledge to channel a unique composition, giving voice to a discipline formed, with place and responsibilities in the school between the kingdom and the first republic . It was also possible to examine issues such as authorship, authority, discipline legitimacy, the relationship of the texts with the proposed curriculum, the question of sources and translations, fronts positions tradition, the teaching methodology and teacher training, the question nationality, and others perceived as regularities in the dispersion of the geography didactic discourse. |