A didática na formação de professores de geografia no Brasil: elementos para análise de sua relevância na docência
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2024-04-20
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Universidade Federal de Goiás
Resumo
Este texto analiza la formación inicial de profesores de Geografía, utilizando como base de datos los Proyectos Pedagógicos de Curso de las Universidades Federales Brasileñas. El foco fue la dimensión pedagógico-didáctica, con énfasis en el tema de la Didáctica como esencial para el aprendizaje de la profesión. Así, el texto aborda una perspectiva crítica de la Didáctica, defiende la Didáctica específica de la Geografía, identifica asignaturas con esta temática, su plan de estudios y bibliografía básica. Como resultado, el análisis identifica la escasa presencia de la Didáctica de la Geografía y de la Metodología de la Enseñanza de la Geografía como asignaturas formales, y un mayor énfasis en lo que entendemos como asignaturas correlativas, que tratan de la enseñanza pero centradas en temas específicos, lo que puede estar reforzando el tradicional carácter fragmentario y pragmático de la asignatura. El estudio realizado para este texto se limitó al análisis de los PPCs, revelando la necesidad de ampliar los datos para un análisis más cualitativo de la asignatura.
This text analyzes the initial training of Geography teachers, based on Course Pedagogical Projects from Brazilian Federal Universities. The focus was on the pedagogical-didactic dimension, with emphasis on the subject of Didactics, as essential for learning the profession. Thus, the text addresses a critical perspective of Didactics, defends the specific Didactics of Geography, identifies disciplines with this theme, their syllabus and basic bibliography. As a result, the analysis identifies the limited presence of Geography Didactics and Geography Teaching Methodology as formal course subjects, and a greater emphasis on what we understand to be correlated subjects, which deal with teaching but focus on specific themes, which may be reinforcing the traditional fragmentary and pragmatic nature of the subject. The study carried out for this text was restricted to the analysis of the PPCs, revealing the need to expand the data for a more qualitative analysis of the subject.
This text analyzes the initial training of Geography teachers, based on Course Pedagogical Projects from Brazilian Federal Universities. The focus was on the pedagogical-didactic dimension, with emphasis on the subject of Didactics, as essential for learning the profession. Thus, the text addresses a critical perspective of Didactics, defends the specific Didactics of Geography, identifies disciplines with this theme, their syllabus and basic bibliography. As a result, the analysis identifies the limited presence of Geography Didactics and Geography Teaching Methodology as formal course subjects, and a greater emphasis on what we understand to be correlated subjects, which deal with teaching but focus on specific themes, which may be reinforcing the traditional fragmentary and pragmatic nature of the subject. The study carried out for this text was restricted to the analysis of the PPCs, revealing the need to expand the data for a more qualitative analysis of the subject.
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Didática de geografia, Metodologia de ensino de geografia, Professores de geografia, Formação inicial, Didáctica de la geografía, Metodología de la enseñanza de la geografía, Profesores de geografía, Formación inicial, Geography didactics, Geography teaching methodology, Geography teachers, Initial training
Citação
MORAIS, Eliana Marta Barbosa de; CAVALCANTI, Lana de Souza. A didática na formação de professores de geografia no Brasil: elementos para análise de sua relevância na docência. Ateliê Geográfico, Goiânia, v. 18, n. 1, p. 251-276, abr. 2024. DOI: 10.5216/ag.v18i1.79005. Disponível em: https://revistas.ufg.br/atelie/article/view/79005/41000. Acesso em: 06 nov. 2024.