A formação continuada do professor dos anos iniciais e o ensino de Geografia: o conceito de lugar em uma perspectiva do ensino desenvolvimental
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Data
2015-03-30
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Universidade Federal de Goiás
Resumo
This research is about a continued formation course organized under Davydov theoretical and
methodological presuppositions, which basically consisted in working of the concepts of
place, landscape and cartography with pedagogues teachers who work in the public system in
Barra do Garças and Pontal do Araguaia, both cities in Mato Grosso state. Therefore, our
study involves three aspects related to place: knowing continued formation course
contributions for place concept theoretical appropriation to teachers, understanding the
contribution of course didactic organization for place concept appropriation and, finally,
investigating if teachers were using place concept as referential to Geography content
teaching with their students. Our concern with this topic came from activities made in the last
years, vinculated to historical and cultural theory, especially in contact with Vygotsky,
Davydov, Libâneo and Cavalcanti work, which defend theoretical knowledge appropriation as
a way of superation of empiric knowledge that is predominant in our schools. The literature
analysis for the elaboration of the research included discussions in relation to historical and
cultural theory, developmental education, teacher training, teaching and learning in
geography, psychology and didactics, besides the analysis of National Curricular Parameters
and the Guidelines Curricular of State of Mato Grosso. Based on these assumptions, the
qualitative methodology was utilized, and for collecting information was utilized
questionnaires, observations and interviews. The questionnaire was applied to fourteen
teachers, between the months of March and April 2014 and made it possible to understand the
profile of the teachers who participated in the course. Regarding the observation were
attended classes two teachers, chosen among those who answered the questionnaire, The same
happened with the interview, which was done with teachers who have had their classes
observed. With those three instruments, from the foundations of the historical-cultural
approach, we analyze the training course of developments in the pedagogical action of the
teachers together with the students of the initial years of elementary school from two state
schools in Barra do Garças. The results showed to us that the developmental education is
viable in the continuing education of teachers when aims to overcome of the a conception of
teaching that promoves only the development of empiric thinking of geographic content.
Descrição
Citação
MORAES, I. D. C. A formação continuada do professor dos anos iniciais e o ensino de Geografia: o conceito de lugar em uma perspectiva do ensino desenvolvimental. 2015. 200 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2015.