O estágio na formação de professores e o diálogo com as teorias geográficas

• Ano de defesa: 2021
• Autor(a) principal: Khaoule, Anna Maria Kovacs
• Orientador(a): Cavalcanti, Lana de Souza
• Banca de defesa: Vallerius, Daniel Mallmann, Silva, Ana Cristina, Souza, Vanilton Camilo de, Bueno, Miriam Aparecida, Cavalcanti, Lana de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Geografia (IESA)
• Departamento: Instituto de Estudos Socioambientais - IESA (RG)
• País: Brasil
• Palavras-chave em Português: Formação de professores; Estágio curricular; Geografia; Teorias geográficas
• Palavras-chave em Inglês: Teachers training; Curricular internship; Geography; Geographical theories
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11758

The Curricular Internship of training of geography teachers is a moment marked by the absence of Geography and the crowning of activities focusing on the pedagogical dimension, consisting predominantly of an instrumental orientation. It can also be analyzed as a place of distancing/rupture from the theoretical-methodological aspects of Geography and epistemological elements of this science. The thesis entitled "Internship in teacher training and dialogue with geographical theories" is a research with professors who work in the Internship of geography undergraduate courses of public universities in the State of Goiás, the Federal University of Goiás (UFG), and the State University of Goiás (UEG), in its various campuses and university units. It aimed to analyze the educational possibilities of geographical theories in the Supervised Curricular Internship of training of geography teachers. For a deepening of the Internship in this perspective, some questions are pertinent, such as: What is the place of the Internship in the training courses of geography teachers? Why consider Geography and geographical theories as nuclear knowledge in the forwarding of the Internship? What is the contribution of this science in this stage of training? To what extent do teaching situations mediated by the theoretical-conceptual thinking of Geography promote educational possibilities in the teaching stage? Due to these questions, a theoretical body was constituted that underpinning the proposal of this research, in it there are at least five theoretical dimensions that articulate in themselves. The sociology dimension of Young curriculum; the pedagogical didactic dimension based on the conception of education for the human development of Libâneo; the dimension of pedagogical psychology inspired by Marxist principles; the dimension of developmental didactics based on historical cultural theory, activity theory, and the theory of developmental teaching by Vygotsky, Leontiev, and Davydov; and the dimension of epistemology and didactics of Geography. Among the various methodological traditions of the qualitative approach in education, the type of data collection procedure selected was the interview technique. Among the different interview techniques, I used the method called "discussion group". It constituted itself as a space for collective dialogue, of the teachers participating in the research, of reconstruction of their experiences and orientations carried out in the Internship. In addition to the discussion group, I did some one-off narrative interviews. Among the variety of strategies for data analysis or interpretation, the documentary method was chosen because it allows reconstructing experiences, analyzing worldviews, and how to operate the practical actions of the participating teachers. The collected data revealed that geography, as the reference science of the course, should be ensured with its epistemological and methodological characteristics in the proposals of the Curricular Internship of training of geography teachers. By observing, understanding, and analyzing the narratives of teachers and their Internship projects, Geography manifested its strength as science, geographical theories as theoretical-methodological instruments that generate important transformations in the Internship.