O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo
| Ano de defesa: | 2020 |
|---|---|
| Autor(a) principal: |
Sbardelotto, Vanice Schossler
 |
| Orientador(a): |
Francischett, Mafalda Nesi
|
| Banca de defesa: |
Portelinha, Ângela Maria Silveira
,
Leme, Rosana Cristina Biral
,
Borges, Liliam Faria Porto
,
Callai, Helena Copetti
,
Nunes, Sérgio Claudino Loureiro
|
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Francisco Beltrão |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Geografia
|
| Departamento: |
Centro de Ciências Humanas
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/4912 |
Resumo: | This thesis is the result of the research process developed under the Postgraduate Program in Geography, at the Western Parana State University, Francisco Beltrão Campus, in the Geography Education and Teaching line, with participation in the Research Group Representations, Space, Time and Languages in Educational Experiences. It investigates the formation of pedagogues for the teaching of Geography in the early years of Elementary School, since this is, nowadays, the privileged locus for the formation of these teachers. Geography contributes to the child's education in understanding the world in which he lives, so it must, significant importance in the early years of schooling and also in the training of teachers. The objective of the research was to identify how the formation in Geography goes through the Pedagogy course.Thus, the question that guided this investigation was: what should the training for teaching Geography be in the Pedagogy course? Which sequired identifying the students' evaluation of the importance of teaching Geography in the early years, highlighting the fundamental role of Geography in the education of children and presenting a formative perspective that faces the issue of conceptual fragility for teaching Geography at this stage of schooling. To overcome the appearances the understanding of the formative process, a case study was carried out in a Pedagogy course, in Western Parana State University’s pedagogy course, which takes place in the Campus of Francisco Beltrão, was chosen for study once it is a course that meets current legislation, and in which this researcher is a teacher. To conduct the case study, different sources were selected as research material, laws, projects, decrees, teaching plans, bibliographic sources on teacher education for the initial years, as well as on the constitution of Geography as a curricular discipline. In addition to collecting information, through questionnaires at three different times, with 64 students enrolled on the discipline of Theoretical and Methodological Foundations for the Teaching of Geography, during 2017. These data were questioned and analyzed from a critical and dialectic perspective. Furthermore, an analysis of the formative process for teaching Geography in Portugal was developed, so that it could collaboratively shed light on the training for teaching Geography in the early years. The analysis was developed based on references from Geography and Education, such as Santos (2008, 2009, 2012, 2014), Lacoste (2012), Callai (1999, 2001, 2005, 2014, 2016), Duarte (2000, 2004a, 2004b, 2013, 2016), Vigotski (2009), amongst others. The Pedagogy course has evident teacher training potential for teaching Geography in the early years of Elementary School. However, the mastery of the area is not prominent for some of the students, even though the subject Geography at school, which is made known through the internships, has a decisive role for training in this area. Therefore, it is argued that training in Geography in the Pedagogy course is oriented by: a) critical Geography, which guarantees the appropriation of theoretical and epistemological contributions from this geographical perspective; b) the knowledge of its analytical categories; c) the mastery of methodological instruments for research and knowledge production in Geography, and d) for this articulation with the organization of teaching in the early years |