Banca de DEFESA: GABRIELA DE GODOI BENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GABRIELA DE GODOI BENTO
DATE: 19/02/2024
TIME: 09:00
LOCAL: Sala de VideoConferência
TITLE:

Physical Geography, Teacher Training and School Geography: gaps, bridges and paths

KEY WORDS:

Teaching of Geography; Physical-natural themes; Teaching knowledge

PAGES: 139
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

Career and teacher education are continuously constructed, with the first experiences starting even in school as students, strengthening during university and throughout one's professional practice. Thus, the process of becoming a teacher encompasses the entire life trajectory. It is necessary to consider the teacher training process so that the construction of professionalism and teaching knowledge is valued from university to school, reflecting in fully aligned stages. Moreover, it is also urgent to understand how the initial education of geography graduates contributes to their teaching and professional practice in physical geography, and how this professional knowledge is cultivated for this purpose. Therefore, our goal was to analyze the contribution of the initial education of geography graduates by the Federal University of Bahia (UFBA) to teaching practices focused on physical geography in schools. We began with reflections on the history of geography teaching and teacher education, the construction of teaching knowledge and their practices, and the current reality of geography teacher education, considering the teaching of physical-natural themes. We relied on the dialectical method and a qualitative approach to analyze the current Pedagogical Political Project of the Geography Teaching Degree at UFBA and on data collection regarding initial education and professional practice among students and graduates of this program. We observed that fragmented education persists in theory (geographical knowledge) and practice (practical-pedagogical knowledge). As a result, we found that formative fragmentation also generates a distance from physical-natural themes, embedded in a detachment from the relationship between society and nature, and from lived reality. We conclude that it is necessary to promote a formative process aligned with school geography to overcome the many existing fragmentations. This will begin when teacher education institutions recognize the importance of creating paths and bridges between the geographies produced in schools and universities, and when primary education teachers participate. Consequently, the reflections and knowledge produced about society and nature may profoundly enrich teaching and learning about physical and natural themes.

COMMITTEE MEMBERS:
Externo à Instituição - EDUARDO DONIZETI GIROTTO
Externa à Instituição - ELIANA MARTA BARBOSA DE MORAIS - UFG
Externo à Instituição - CLAUDIVAN SANCHES LOPES
Presidente - 1491759 - GRACE BUNGENSTAB ALVES