La práctica educativa: desafíos y posibilidades en la enseñanza de la geografía contextualizada en escuelas de enseñanza média del sertão semiárido del nordeste brasileño

• Ano de defesa: 2017
• Autor(a) principal: Pacheco, Clecia Simone Gonçalves Rosa
• Orientador(a): Rodrigues, Zita Ana Lago
• Banca de defesa: Dornelles, Malvina do Amaral, Roman, Ruben, Gaitán, Anabel
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/80033/0013000001tmb
• Idioma: spa
• Instituição de defesa: Universidad Catolica de Santa Fe - UCSF - Argentina
• Programa de Pós-Graduação: Programa DEL Pos-Grado Doctorado en Educación
• Departamento: Universidad Catolica de Santa Fe - UCSF - Argentina
• País: Argentina
• Palavras-chave em Espanhol: Enseñanza de la Geografía. Región semiárida del nordeste brasileño. Paradigmas curriculares. Contextualización de la enseñanza y el aprendizaje.
• Área do conhecimento CNPq: Educación; Geografía; Educación Contextualizada
• Link de acesso: https://deposita.ibict.br/handle/deposita/312

This research on the educational practice: challenges and possibilities of contextualized geography teaching in high schools of the semi-arid backlands of northeastern Brazil is born of the researcher concerns in teaching in high school, Technical, Technology and Higher and grows to provide training courses continued to basic education teachers in the municipalities researched context, complex and paradoxical realities. Aims to raise and analyze data on the educational practices and conceptions of teachers, technical and pedagogical staff and/or managers and students about esnino the curricular component Geography in semi-arid region of schools, emphasizing the importance of reflections on the school curriculum and analyzes apectos of initial and continuing teacher training, questioning whether these contribute to their reflective and critical condition, preparing them to explore the regional geographic space as didactic and pedagogical resource in the construction of their travel plans and contextualized teaching with this reality for answers Obre as has been prepared and worked the curriculum in public schools in the context of research. The methodology used is qualitative nature, with some figures, and theoretical and bibliographical, documentary and descriptive nature, related to the sample universe, selected by intentionality and accessibility, consisting of six public schools in the municipalities of Petrolina, Pernambuco and Juazeiro-Bahia with semistructured interviews with six managers of the technical-pedagogical staff, seven professors of geography and on questionnaires to four hundred and fourteen students of the 3rd year of high school. The compilation and processing of the data is based on the three stages of content analysis, and research findings indicate the need to reform the teaching of curricular component Geography for Secondary Education, contextualizing it to the reality of the Brazilian semi-arid context and show the need for adequate investment to redesign the continuing education procedures for Geography teachers, favoring the prospects of paradigmatic changes in teaching methods and learning used in schools in the area surveyed, aiming to implement an education and teaching of Geography Contextualize.