A natureza e os componentes físico-naturais na formação continuada com professores de Geografia

Abstract

In this study, we argue that approaches to the physical-natural components of geographic space in Basic Education present several limitations, such as uncritical, dichotomous, and decontextualized practices disconnected from living places. These problems have an epistemic background anchored in the externalization of nature. Therefore, we aim to understand how to construct continuing professional development with Geography teachers, grounded in the concepts of nature and physical-natural components for Geography teaching, aiming at fostering the development of geographic thinking. To this end, we conducted a literature review on the concept of nature, physical-natural components, geographic thinking, and continuing professional development, as well as on teachers’ knowledge proposed by Lee Shulman and on the categories of epistemological obstacles, errors, and error rectification formulated by Gaston Bachelard. In addition, we developed a state of knowledge overview of theses and dissertations addressing the concept of nature in the teaching of physical-natural components in order to identify the main epistemological obstacles and errors. In this context, we carried out collaborative research grounded in historical and dialectical materialism within the Municipal Basic Education Network of Boqueirão, Paraíba State, Brazil, during the 2025 academic year, with the aim of constructing a continuing professional development proposal. For this purpose, we conducted semi-structured interviews with a representative of the Municipal Department of Education to understand the context of continuing professional development and establish collaboration, as well as with Geography teachers to identify demands, suggestions, problem situations, epistemological obstacles, errors, and interest in participating in the proposal. Based on this process, we planned and implemented a continuing professional development program for Geography teachers entitled “Teaching physical–natural components in school Geography in the context of the Brazilian Semi-arid Region.” For evaluation purposes, we used different instruments, such as class journals, conceptual systems, lesson plans, and conceptions of nature at the end of the course, in addition rubrics, a focus group, and an interview. Data were analyzed through content analysis. From a positive perspective on error and the overcoming of epistemological obstacles in continuing professional development with teachers, participants demonstrated the ability to problematize, systematize, confront, reflect, synthesize, and evaluate, based on problem situations, in favor of the development of their professional teaching knowledge. Overall, the teachers developed a conception of nature internalized within society, except in one case in which this formation was partial. Furthermore, they constructed reflections and Geography teaching proposals in which physical-natural components are integrated with society for the analysis of spatiality, complex geographic reasoning, meaning and social relevance, contextualized in students’ lived places, aiming at transforming reality. We therefore argue that the inseparability between a critical conception of nature and physical-natural components in continuing professional development with Geography teachers, centered on the analysis of problem situations, fosters the development of teachers’ knowledge in coherence with the goal of forming geographic thinking, in favor of civic engagement.