Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica
Nenhuma Miniatura disponível
Data
2017-12-13
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
Even considering the strong influence of the school as a regulatory framework in the pedagogical
discourse of the beginning teacher of Geography, initial formation is a constitutive dimension in
the processes of recontextualization of pedagogical practice. For this thesis, a research was
developed directly focused on the formation and teaching performance carried out by the beginner
teachers of Geography of the Metropolitan Region of Goiânia and of Anápolis. The objectives of
this research are: 1) to understand how the pedagogical practice of beginning teachers of
Geography occurs, having as reference their initial formation and the processes of
recontextualization in the classroom; 2) to analyze the insertion of the Geography teacher in the
professional activity; how the beginning teacher of Geography takes its first steps in the teaching
profession; 3) from the processes of recontextualization, to identify that Geography is constructed
and (re) produced in the school practice of the beginning teachers in the first years of teaching
career; 4) to reflect on the main theoretical bases of Geography that present themselves in the context of the pedagogical practice of teachers at the beginning of their careers; 5) to know the
didactic-pedagogical foundations of School Geography that are manifested in the context of the
pedagogical practice and the pedagogical discourse of the beginning teachers, and, finally, 6) to
analyze the conflicts of the teaching profession, highlighting the difficulties, the wishes and the
possible overcomes facing the demands of being a professor of Geography. This research has a
qualitative nature and is based on dialectics as a basic principle for the analysis and interpretation
of the results. Data collection was done through the use of three research instruments: online
questionnaire, open interview and observation of classes. The online questionnaire was requested
from Geography teachers who work in the educational networks of the RMG and of Anápolis as an
exploratory dimension of the research research. The open interview and the observation of classes
were carried out specifically with teachers qualified in Geography who are practicing the
profession of Geography teacher in Basic Education, with a minimum of one year and maximum of
seven years of teaching. As a theoretical and methodological reference, the contributions of
national and international authors in the area of Education and in particular of Geography, which
base the discussions on teacher training and performance, teaching Geography and School
Geography, are on the one hand. On the other hand, Bernstein's theoretical support especially his
productions about the pedagogical discourse model, which articulates concepts such as
recontextualization, vertical discourses and horizontal discourses. The data revealed that even
considering the intervention and / or influence of different regulatory frameworks (teaching
system, curriculum, school context, textbook) in the pedagogical practice of beginning teachers,
the initial training is dimension to teach Geography. When teachers consider the students' previous
knowledge as a result of their daily practices, the student is an active subject in the teachinglearning
process, working with the geographic contents in the promotion of meaningful learning,
working with the geographic concepts, the subjects dealt with on a local / global geographic scale,
among others. And to those who deny the initial formation, it is believed that there are dimensions
of geographic science even if unconsciously in the pedagogical practice of the beginning teacher of
Geography, for example, when they problematize and seek to contextualize with the immediate
reality of the students. However, there are challenging dimensions to being a teacher early in your
career.
Descrição
Citação
ROSA, C. C. Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica. 2017. 208 f. Tese (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2017.