A construção do conhecimento pedagógico do conteúdo sobre cidade na formação inicial do professor de Geografia em Santarém-Pa
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2018-08-06
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Universidade Federal de Goiás
Resumo
The initial training of teachers and the construction of teaching knowledge relates to the
theoretical, pedagogical and geographical components formulated by professors in the Geography
course. It is important to emphasize the elaboration of the teacher thought in the organization of
the teaching process and, as main theme, the concept of city and how this concept is built in the
discipline Urban Geography as well as how the teacher synthetizes of this knowledge in the
Supervising Teaching Internship. Such knowledge is understood as pedagogical knowledge of
contents and pedagogical reasoning according to the Lee Schulman’s approach (2005). The
investigated Geography course is located in the city of Santarém-Pará and is offered by Federal
University of Western Pará (Ufopa). The city as school content revealed the relation of place as
geographical concept about Santarém and how teachers in training develop the pedagogical
reasoning, how they understand the city from Geography and how with the city they align the
pedagogical concepts. In this research the overall goal was to understand the possibilities of
articulating the teaching knowledge in the Ufopa Geography course through the conception of
city, having as reference the urban reality of Santarém. The research was qualitative with
analytical-descriptive guidance and using the following instruments: documental research,
bibliographical research, participant observation, discussion group, narrative and field journal. As
subjects, it has fourteen teachers in training of the Geography course from this institution and the
data was analyzed extracting the geographical knowledge about city, urban and Santarém,
expressed in the Internship classes, besides the procedures and the specific and pedagogical
knowledge presented. Regarding the conception of city and urban, there is a synonymous relation
because the teachers in training do not define a boundary between city and urban, however the
city of Santarém was seen as articulated with place, highlighting various specific issues of the
city’s urban. Finally, the research made it possible to verify that the pedagogical knowledge of
the content should be seen as a proposal for teaching training, included as a premise in the
course’s pedagogical projects, since in isolated disciplines, it does not allow the teacher in
training to develop the CPC. Thus, the city must be understood together with the concept of place
in the discipline of Urban Geography to make a geographical study about this concept. Therefore,
in order to CPC to take place in the initial training it is proposed its insertion as a teacher training
proposal. It was proved that when the initial training course in Geography provokes the formation
of diverse knowledge as scientific and pedagogical, the teacher in training enhances this
knowledge.
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BARBOSA, M. B. C. A construção do conhecimento pedagógico do conteúdo sobre cidade na formação inicial do professor de Geografia em Santarém-Pa. 2018. 221 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2018.