Conhecimentos docentes dos alunos da licenciatura em geografia da Universidade Pedagógica-Maputo
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Data
2013-11-05
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Universidade Federal de Goiás
Resumo
It is understood that the discipline of Geography has in school, in combination with other
curriculum subjects, a role to play in the formation of students. For this reason, it is
considered that the institutions of initial training must provide certain basic knowledge for
which the future teachers can work with autonomy and make the discipline Geography
significant for their students. For this to happen there is a need to adopt new didacticpedagogical
practices that leverage the knowledge construction of teaching future teachers.
This knowledge becomes necessarily by the capacity that the future teacher needs to have for
the linkage between the knowledge of specific subjects and the pedagogical. To reflect about
this the study has as theme the initial training of teachers and as object the knowledge
teachers of students in the process of initial training in Degree in Geography of Pedagogical
University of Mozambique. The overall objective is to understand the process of
construction/mobilization of knowledge teachers of students of degree in Geography and the
formative practices that potentiate. The specific are: characterize the initial training of the
Degree course in Geography of the Pedagogical University of Mozambique, highlighting the
components of the curriculum structure and the principles that guide ; analyze the knowledge
teachers that the students in the process of initial training build/mobilize for the planning and
simulation of classes in scope the discipline Pedagogical Practice II; analyze the
representations that the students in the process of initial training has about the contribution of
initial training for the construction of their knowledge teachers; reflect on the practices that
most formative potentiate the construction of knowledge teachers of students in initial training
in Geography. The approach selected is the qualitative research, the type case study. Use it if
as instruments for data collection bibliographic research, documentary research, and
questionnaire, observation of lessons, focal group and production of narratives. The research
subjects were students of the 6th semester of the Degree course in Geography in 2012. In
relation to the process of initial training and their relation with the construction of knowledge
teachers, the results indicate that, in spite of the current curricular plan of the Degree course in
Geography submit an intentionality to train teachers of Geography, with critical domain,
articulate manner, knowledge of the components of general training, training of the specific
area and educational training, point-if some difficulties of institutional framework and the
teaching practice in its implementation. It was also found that the students of initial training in
Geography mobilize knowledge teachers and present some evidence of knowledge of didactic
content in discipline practices carried out in Pedagogical Practice in Geography II. It is
considered that the teaching strategies that have contributed to the construction of knowledge
teachers in the course it was a collective learning, fieldwork and metacognition. With the aim
of improving the use of the strategies mentioned above, it is considered that the classrooms
based on foundations of dialectic methodology constitutes a possibility. The use of this
methodology in the training of teachers of geography, the faculty of the university must be
aware of what the future teacher needs possess theoretical-conceptual bases of both
pedagogical area regarding the Geography as a Science and, still, knowing the formative
purpose of geography in school. It is important, moreover, that the faculty of the university, to
teach their classes, consider the problematization of school geography and research as axes of
training.
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Citação
BUQUE, Suzete Lourenço. Conhecimentos docentes dos alunos da licenciatura em geografia da Universidade Pedagógica-Maputo. 2013. 258 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2013.