A identidade docente e o ensino de Geografia: um estudo da dimensão do conhecimento geográfico do pedagogo nos anos iniciais
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2017-12-18
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Universidade Federal de Goiás
Resumo
The present research deals with the teacher identity of the pedagogical teacher and its relation with the
geographic knowledge, specifically the relevant content in the initial years. We believe that this topic is
relevant to the teaching of Geography by seeking to understand how the teaching and learning process is
consolidated, in this phase that the acting teacher is the pedagogue, as well as assist in reflections on teacher
training by understanding the dimensions that permeate the constitution of the teaching identities and the
reflections on the knowledge and the teaching practice.The main objective of this research was to analyze
the dimensions of the teacher identity (s) that make up the pedagogical teachers and the didactic-
pedagogical practices of the geographic knowledge about the contents in the initial years. Let us focus on
specific objectives: a) To identify the dimension of the personal identity of the pedagogical teacher of the
initial years and the influences of the different historical formative contexts; b) Identify the dimension of
professional identity and its theoretical and formative references; c) Identify the dimension of the
organizational identity that guide the educational planning process of the pedagogical teacher; d) To
understand the theoretical-conceptual references of the geographical knowledge in the process of initial and
continued formation of the educator teacher; e) To investigate the didactic-pedagogical practices of the
pedagogical teacher in the process of teaching the geographic knowledge about the relevant content; f) To
evaluate the pedagogical teachers' conceptions regarding the relevant content. Our methodology was
materialized from the qualitative research, with the focus on the participant research. The data collection
and analysis techniques went through documentary research through the analysis of municipal laws,
regulations and guidelines; through the interviews we identified the representations of the identity
dimensions of the pedagogical teacher of the initial years and their different perspectives specialized in time
and space; and observation made it possible to interpret the pedagogical teacher's practice, the relationships
of pedagogical knowledge and specific knowledge, and the mobilization of the relevant content. The
information collected by the research was analyzed by the geography and education area references. The
table of subjects participating in the research is made up of six pedagogical teachers working in the initial
years of the Municipal Education Network of Goiânia, who went through the interview stage and one of
them, through the observation and planning of classes. With this, we believe that the present work allowed
to broaden the look on how the teaching process is structured and organized in the initial years; the initial
training of teacher educators and the context of insertion of specific knowledge of the geographic content;
the role of laws and regulations on the perspective of the polyvalent teacher; the construction of the
commitments and affinities with the profession, this would make possible the routing of the teaching of
Geography.
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ANTONIO, E. R. A identidade docente e o ensino de Geografia: um estudo da dimensão do conhecimento geográfico do pedagogo nos anos iniciais. 2017. 156 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2017.