Saberes docentes e a Geografia Urbana Escolar
Data
2008-08-23
Título da Revista
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Editor
Universidade Federal de Goiás
Resumo
This dissertation investigated the development process education of a Geography teacher. The
focus of this research was on the composition of the teacher s knowledge about "urban
Geography school". It used formation conception of the teacher as a continuum, as composed
by teacher s background, his initial education at the University and by his work at school.
When designing the school knowledge , "urban Geography school" as a teacher s
knowledge the research development came from the following guiding questions: what is the
role of teacher formation in the building of the teacher s knowledge about urban
Geography school ? How does city is taught in Geography courses at University? How does
city is taught in Geography as a school subject? From the content city , in the case study
based on qualitative approach, we investigated the formation trajectory of five Geography
teachers that studied at Goiás Universities: Federal, Catholic and State. About University
training we investigated: the aspirations of teachers in relation to the University, the course of
Geography and the teaching profession, their conditions to conduct the course, as well as their
assessement about their formation on the content city at University. We have identified how
the city is taught in Geography courses, at the University. At School, the research examined
how teachers teach the content city , the sources and criteria used to select the content being
taught and their thoughts about the teaching of the given content. Part of the results obtained
during the research corroborate those listed on the theoretical teacher formation, and the
results raised in other studies. It was found that experiences as student and teacher of basic
education incorporate teachers´s knowledge, the university education is desired with the
intention of building scientific knowledge and have a university degree, the formation about
city content, the Urban Geography, is assessed as positive. To form the conceptual thinking
on the urban is the main goal of the Geography course about city. The practice of the
Geography teacher at school is essentially in the classroom, with long work hours and high
number of classes, the school textbook is used as prescribed curriculum, the city is more a
Geography as a school subject content, although it is addressed so indirect in all lessons. The
teaching practice has also elements of innovation in relation to the established culture
expressed: in the reading teachers consider the reality of the student, in the search of
association between the student s education and background, aiming at taking the place he/she
lives as an object of study and education in school, and mainly in the identification of the
specificity on urban Geography academic and school. In the research we identified that the
formation of a geography teacher, in order to build their knowledge on the urban school
geography is marked by a series of precariousness that go from the choice of profession, the
route universitary formation, to work conditions at school. There is a broad movement, in that
the "urban Geography school " taught is understood from the elements set: the formation of
the Geography teacher at University, the teacher´s working conditions and their personal
aspirations. It must consider this elements together and take into account the role of the state
and the socioeconomic structure in this process and the role of science and knowledge, as a
discourse of legitimacy and criticism of this reality.
Descrição
Citação
OLIVEIRA, Karla Annyelly Teixeira de. Teacher knowledge and the Urban Geography School. 2008. 142 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2008.