A abordagem de gênero e o ensino de geografia: possíveis diálogos com a formação de professores/as
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2022
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The teaching profession raises several debates that are relevant to the development of fundamental knowledge for professional practice. In this perspective, this article discusses the importance of the gender approach, based on the interpellations of Feminist Geographies, in the initial and continued training of Geography teachers. These interpellations are used because they are fundamental when focusing on the spatialities of groups that until then were not highlighted. When this aspect is considered, it is understood that the subjects position themselves in different ways in their relations with places and with daily socio-spatial practices. In this sense, it was asked how gender is discussed in the teaching of Geography in Basic Education. To contribute to this debate, a survey of theses and dissertations was made in the catalog of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) to identify the works produced so far. Twelve surveys produced in Programas de Pós-Graduação in Geographyin the country between 2005 and 2018 were identified. The discussions proposed here aim to provoke the debate about the existence and the relevance of a gender approach in teachers training, based on the interpellations of Feminist Geographies, which seekto overcome common conceptions and understandings in the teaching of Geography regarding this theme.
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Processo formativo, Docentes, Educação geográfica, Geografias feministas, Gênero, Training process, Teachers, Geographic education, Feminist geographies, Gender
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MORAIS, Juliana Mendes de; SOUZA, Vanilton Camilo de. A abordagem de gênero e o ensino de geografia: possíveis diálogos com a formação de professores/as. Geografia Ensino & Pesquisa, Santa Maria, v. 26, e20, 2022. DOI: 10.5902/2236499465813. Disponível em: https://periodicos.ufsm.br/geografia/article/view/65813. Acesso em: 29 ago. 2024.