O Estágio na formação do professor de Geografia: relação universidade e escola
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Data
2014-02-05
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Universidade Federal de Goiás
Resumo
This research has as an object of study the Supervised Curricular Stage in the
graduation of the geography teacher, because this time of the progress is considered
difficult due to lack of approach between institutions of higher education with field
schools and vice versa. Its objective is understanding the stage when testing the
formation process of the Geography teacher, having as a guide element the relation
college – school. Through the activities of the internship in the Bachelor's Degree in
Geography from the Universidade Estadual de Goiás – Porangatu Unit University ,
looks into the trainee insertion in the field school, the motivation for performing
the stage, the difficulties faced in, the overcoming of such difficulties, the
contributions of the stage to vocational training, the seriousness of the relation
between college and school and interfaces between academic disciplines and
geographic content on the school Geography building. In this sense, it is considered
the stage as a potentiating curricular component from relation between mentioned
educational institutions, even considering the gaps for effective interinstitutional
approach. The study took a qualitative approach to the research participant type, in
which data collect was accomplished by monitoring a Supervised Stage Course of
Geography class in 2012 and 2013. Monitoring of research subjects, was used the
narratives production as the main instrument to collect data and information. Other
instruments were field diaries, documentary analysis and direct observation in the
investigative field. The survey obtained twenty-two trainees participation, that
produced five narratives with themes related to the activities performed on stage. The
statements enabled to point the limits to be faced and the progress already achieved
in the relationship between college and school, which is still far from ideal, since it is
necessary the stage leaves to be seen only as required and be perceived as
bureaucratic and essential part of teacher training. These research findings and the
theoretical and methodological frameworks used allowed up proposals for referrals
to university and school approach in building the school Geography, based, among
others, in education planning, the role stage teacher-mentors and teacherssupervisors, and the geographic content role. The referrals proposed are certainly
elements that become effective the approximation between college and school, and
perhaps, be useful as a direction for further researches.
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Citação
ROSA, Claudia do Carmo. O Estágio na formação do professor de Geografia: relação universidade e escola. 2014. 122 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2014.