O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo
Ano de defesa: | 2020 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Francisco Beltrão |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Geografia
|
Departamento: |
Centro de Ciências Humanas
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unioeste.br/handle/tede/4912 |
Resumo: | This thesis is the result of the research process developed under the Postgraduate Program in Geography, at the Western Parana State University, Francisco Beltrão Campus, in the Geography Education and Teaching line, with participation in the Research Group Representations, Space, Time and Languages in Educational Experiences. It investigates the formation of pedagogues for the teaching of Geography in the early years of Elementary School, since this is, nowadays, the privileged locus for the formation of these teachers. Geography contributes to the child's education in understanding the world in which he lives, so it must, significant importance in the early years of schooling and also in the training of teachers. The objective of the research was to identify how the formation in Geography goes through the Pedagogy course.Thus, the question that guided this investigation was: what should the training for teaching Geography be in the Pedagogy course? Which sequired identifying the students' evaluation of the importance of teaching Geography in the early years, highlighting the fundamental role of Geography in the education of children and presenting a formative perspective that faces the issue of conceptual fragility for teaching Geography at this stage of schooling. To overcome the appearances the understanding of the formative process, a case study was carried out in a Pedagogy course, in Western Parana State University’s pedagogy course, which takes place in the Campus of Francisco Beltrão, was chosen for study once it is a course that meets current legislation, and in which this researcher is a teacher. To conduct the case study, different sources were selected as research material, laws, projects, decrees, teaching plans, bibliographic sources on teacher education for the initial years, as well as on the constitution of Geography as a curricular discipline. In addition to collecting information, through questionnaires at three different times, with 64 students enrolled on the discipline of Theoretical and Methodological Foundations for the Teaching of Geography, during 2017. These data were questioned and analyzed from a critical and dialectic perspective. Furthermore, an analysis of the formative process for teaching Geography in Portugal was developed, so that it could collaboratively shed light on the training for teaching Geography in the early years. The analysis was developed based on references from Geography and Education, such as Santos (2008, 2009, 2012, 2014), Lacoste (2012), Callai (1999, 2001, 2005, 2014, 2016), Duarte (2000, 2004a, 2004b, 2013, 2016), Vigotski (2009), amongst others. The Pedagogy course has evident teacher training potential for teaching Geography in the early years of Elementary School. However, the mastery of the area is not prominent for some of the students, even though the subject Geography at school, which is made known through the internships, has a decisive role for training in this area. Therefore, it is argued that training in Geography in the Pedagogy course is oriented by: a) critical Geography, which guarantees the appropriation of theoretical and epistemological contributions from this geographical perspective; b) the knowledge of its analytical categories; c) the mastery of methodological instruments for research and knowledge production in Geography, and d) for this articulation with the organization of teaching in the early years |
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Francischett, Mafalda Nesihttp://lattes.cnpq.br/8041231173562955Portelinha, Ângela Maria Silveirahttp://lattes.cnpq.br/0205582838717075Leme, Rosana Cristina Biralhttp://lattes.cnpq.br/7045318168309807Borges, Liliam Faria Portohttp://lattes.cnpq.br/1150722215932785Callai, Helena Copettihttp://lattes.cnpq.br/7425467026617423Nunes, Sérgio Claudino Loureirohttp://lattes.cnpq.br/8727109556137218http://lattes.cnpq.br/4576535991559238Sbardelotto, Vanice Schossler2020-09-08T17:50:07Z2020-06-25SBARDELOTTO, Vanice Schossler. O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo. 2020. 259 f Tese (Doutorado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2020.http://tede.unioeste.br/handle/tede/4912This thesis is the result of the research process developed under the Postgraduate Program in Geography, at the Western Parana State University, Francisco Beltrão Campus, in the Geography Education and Teaching line, with participation in the Research Group Representations, Space, Time and Languages in Educational Experiences. It investigates the formation of pedagogues for the teaching of Geography in the early years of Elementary School, since this is, nowadays, the privileged locus for the formation of these teachers. Geography contributes to the child's education in understanding the world in which he lives, so it must, significant importance in the early years of schooling and also in the training of teachers. The objective of the research was to identify how the formation in Geography goes through the Pedagogy course.Thus, the question that guided this investigation was: what should the training for teaching Geography be in the Pedagogy course? Which sequired identifying the students' evaluation of the importance of teaching Geography in the early years, highlighting the fundamental role of Geography in the education of children and presenting a formative perspective that faces the issue of conceptual fragility for teaching Geography at this stage of schooling. To overcome the appearances the understanding of the formative process, a case study was carried out in a Pedagogy course, in Western Parana State University’s pedagogy course, which takes place in the Campus of Francisco Beltrão, was chosen for study once it is a course that meets current legislation, and in which this researcher is a teacher. To conduct the case study, different sources were selected as research material, laws, projects, decrees, teaching plans, bibliographic sources on teacher education for the initial years, as well as on the constitution of Geography as a curricular discipline. In addition to collecting information, through questionnaires at three different times, with 64 students enrolled on the discipline of Theoretical and Methodological Foundations for the Teaching of Geography, during 2017. These data were questioned and analyzed from a critical and dialectic perspective. Furthermore, an analysis of the formative process for teaching Geography in Portugal was developed, so that it could collaboratively shed light on the training for teaching Geography in the early years. The analysis was developed based on references from Geography and Education, such as Santos (2008, 2009, 2012, 2014), Lacoste (2012), Callai (1999, 2001, 2005, 2014, 2016), Duarte (2000, 2004a, 2004b, 2013, 2016), Vigotski (2009), amongst others. The Pedagogy course has evident teacher training potential for teaching Geography in the early years of Elementary School. However, the mastery of the area is not prominent for some of the students, even though the subject Geography at school, which is made known through the internships, has a decisive role for training in this area. Therefore, it is argued that training in Geography in the Pedagogy course is oriented by: a) critical Geography, which guarantees the appropriation of theoretical and epistemological contributions from this geographical perspective; b) the knowledge of its analytical categories; c) the mastery of methodological instruments for research and knowledge production in Geography, and d) for this articulation with the organization of teaching in the early yearsEsta tese é resultado da pesquisa desenvolvido no âmbito do Programa de Pós-Graduação em Geografia, da Universidade Estadual do Oeste do Paraná, Campus de Francisco Beltrão, na linha de Educação e Ensino de Geografia, com participação no Grupo de Pesquisa Representações, Espaço, Tempo e Linguagens em Experiências Educativas – RETLEE. Investiga a formação dos pedagogos para o ensino de Geografia nos anos iniciais, por ser este, na atualidade, o lócus privilegiado para a formação destes professores. A Geografia contribui na formação da criança na compreensão do mundo em que vive, com significativa importância nos anos inicias de escolarização e na formação dos professores. O objetivo da pesquisa foi identificar como a formação em Geografia percorre pelo curso de Pedagogia. A questão que orientou esta investigação foi: como deve ser a formação para o ensino de Geografia no curso de Pedagogia? Para tal foi importante identificar a avaliação dos acadêmicos sobre a importância do ensino de Geografia nos anos iniciais; destacar o fundamental papel da Geografia na formação das crianças e apresentar uma perspectiva formativa que enfrente a problemática da fragilidade conceitual para o ensino de Geografia. Para superar as aparências e aprofundar a compreensão do processo formativo, realizou-se um estudo de caso, em um curso de Pedagogia. Optou-se por realizar a investigação no curso de Pedagogia da Unioeste, Campus de Francisco Beltrão, pois atende a legislação vigente e, no qual, essa pesquisadora é docente. Como procedimentos de pesquisas, foram selecionadas diferentes fontes, como – leis, projetos, decretos, planos de ensino, fontes bibliográficas sobre formação de professores para os anos iniciais, bem como, sobre a constituição da Geografia como disciplina curricular. Ainda, foram realizados questionários, em três diferentes momentos, direcionados aos 64 acadêmicos matriculados na disciplina de Fundamentos Teóricos e Metodológicos para o Ensino de Geografia, no decorrer do ano de 2017. Esses dados foram interrogados e analisados a partir de uma perspectiva crítica e dialética. Ademais, desenvolveu-se análise do processo formativo para o ensino de Geografia em Portugal, para colaborativamente, lançar luzes sobre a formação para o ensino de Geografia nos anos iniciais. A análise da problemática ocorreu a partir de referências da Geografia e Educação com: Santos (2008, 2009, 2012, 2014), Lacoste (2012), Callai (1999, 2001, 2005, 2014, 2016), Duarte (2000, 2004a, 2004b, 2013, 2016), Vigotski (2009), entre outros. O curso de Pedagogia tem evidente potencial formativo para professores para o ensino de Geografia nos anos iniciais do Ensino Fundamental, embora o domínio da área não seja proeminente por parte dos acadêmicos, sendo que a disciplina da Geografia na escola, conhecida por meio dos estágios, tem papel decisivo para a formação nesta área. Por isso, defende-se que a formação em Geografia no curso de Pedagogia seja orientada: a) pela Geografia crítica, que garanta a apropriação dos aportes teóricos e epistemológicos dessa perspectiva geográfica; b) pelo conhecimento das suas categorias analíticas; c) pelo domínio dos instrumentos metodológicos de pesquisa e produção do conhecimento em Geografia, e, d) pela articulação com a organização do ensino nos anos iniciais.Submitted by Juliana Correa (juliana.correa@unioeste.br) on 2020-09-08T17:50:07Z No. of bitstreams: 2 Vanice Schossler 2020.pdf: 2446953 bytes, checksum: 3aa889fb6477cbf25ed9b27fc6f35c11 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-09-08T17:50:07Z (GMT). No. of bitstreams: 2 Vanice Schossler 2020.pdf: 2446953 bytes, checksum: 3aa889fb6477cbf25ed9b27fc6f35c11 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-06-25application/pdfpor-5356284425524309716500Universidade Estadual do Oeste do ParanáFrancisco BeltrãoPrograma de Pós-Graduação em GeografiaUNIOESTEBrasilCentro de Ciências Humanashttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de GeografiaFormação do pedagogoAnos iniciais do Ensino FundamentalDesenvolvimento do pensamento teóricoCidadaniaGeography teachingPedagogue trainingInitial years of Elementary SchoolDevelopment of theoretical thinkingCitizenshipCIÊNCIAS HUMANAS:GEOGRAFIAO ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogoThe teaching of geography for the early years of fundamental education in the formation of pedagoguesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis56773312286034241386006001964243308973517033reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALVanice Schossler 2020.pdfVanice Schossler 2020.pdfapplication/pdf2446953http://tede.unioeste.br:8080/tede/bitstream/tede/4912/5/Vanice+Schossler+2020.pdf3aa889fb6477cbf25ed9b27fc6f35c11MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo |
dc.title.alternative.eng.fl_str_mv |
The teaching of geography for the early years of fundamental education in the formation of pedagogues |
title |
O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo |
spellingShingle |
O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo Sbardelotto, Vanice Schossler Ensino de Geografia Formação do pedagogo Anos iniciais do Ensino Fundamental Desenvolvimento do pensamento teórico Cidadania Geography teaching Pedagogue training Initial years of Elementary School Development of theoretical thinking Citizenship CIÊNCIAS HUMANAS:GEOGRAFIA |
title_short |
O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo |
title_full |
O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo |
title_fullStr |
O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo |
title_full_unstemmed |
O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo |
title_sort |
O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo |
author |
Sbardelotto, Vanice Schossler |
author_facet |
Sbardelotto, Vanice Schossler |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Francischett, Mafalda Nesi |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8041231173562955 |
dc.contributor.referee1.fl_str_mv |
Portelinha, Ângela Maria Silveira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0205582838717075 |
dc.contributor.referee2.fl_str_mv |
Leme, Rosana Cristina Biral |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7045318168309807 |
dc.contributor.referee3.fl_str_mv |
Borges, Liliam Faria Porto |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1150722215932785 |
dc.contributor.referee4.fl_str_mv |
Callai, Helena Copetti |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7425467026617423 |
dc.contributor.referee5.fl_str_mv |
Nunes, Sérgio Claudino Loureiro |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/8727109556137218 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4576535991559238 |
dc.contributor.author.fl_str_mv |
Sbardelotto, Vanice Schossler |
contributor_str_mv |
Francischett, Mafalda Nesi Portelinha, Ângela Maria Silveira Leme, Rosana Cristina Biral Borges, Liliam Faria Porto Callai, Helena Copetti Nunes, Sérgio Claudino Loureiro |
dc.subject.por.fl_str_mv |
Ensino de Geografia Formação do pedagogo Anos iniciais do Ensino Fundamental Desenvolvimento do pensamento teórico Cidadania |
topic |
Ensino de Geografia Formação do pedagogo Anos iniciais do Ensino Fundamental Desenvolvimento do pensamento teórico Cidadania Geography teaching Pedagogue training Initial years of Elementary School Development of theoretical thinking Citizenship CIÊNCIAS HUMANAS:GEOGRAFIA |
dc.subject.eng.fl_str_mv |
Geography teaching Pedagogue training Initial years of Elementary School Development of theoretical thinking Citizenship |
dc.subject.cnpq.fl_str_mv |
CIÊNCIAS HUMANAS:GEOGRAFIA |
description |
This thesis is the result of the research process developed under the Postgraduate Program in Geography, at the Western Parana State University, Francisco Beltrão Campus, in the Geography Education and Teaching line, with participation in the Research Group Representations, Space, Time and Languages in Educational Experiences. It investigates the formation of pedagogues for the teaching of Geography in the early years of Elementary School, since this is, nowadays, the privileged locus for the formation of these teachers. Geography contributes to the child's education in understanding the world in which he lives, so it must, significant importance in the early years of schooling and also in the training of teachers. The objective of the research was to identify how the formation in Geography goes through the Pedagogy course.Thus, the question that guided this investigation was: what should the training for teaching Geography be in the Pedagogy course? Which sequired identifying the students' evaluation of the importance of teaching Geography in the early years, highlighting the fundamental role of Geography in the education of children and presenting a formative perspective that faces the issue of conceptual fragility for teaching Geography at this stage of schooling. To overcome the appearances the understanding of the formative process, a case study was carried out in a Pedagogy course, in Western Parana State University’s pedagogy course, which takes place in the Campus of Francisco Beltrão, was chosen for study once it is a course that meets current legislation, and in which this researcher is a teacher. To conduct the case study, different sources were selected as research material, laws, projects, decrees, teaching plans, bibliographic sources on teacher education for the initial years, as well as on the constitution of Geography as a curricular discipline. In addition to collecting information, through questionnaires at three different times, with 64 students enrolled on the discipline of Theoretical and Methodological Foundations for the Teaching of Geography, during 2017. These data were questioned and analyzed from a critical and dialectic perspective. Furthermore, an analysis of the formative process for teaching Geography in Portugal was developed, so that it could collaboratively shed light on the training for teaching Geography in the early years. The analysis was developed based on references from Geography and Education, such as Santos (2008, 2009, 2012, 2014), Lacoste (2012), Callai (1999, 2001, 2005, 2014, 2016), Duarte (2000, 2004a, 2004b, 2013, 2016), Vigotski (2009), amongst others. The Pedagogy course has evident teacher training potential for teaching Geography in the early years of Elementary School. However, the mastery of the area is not prominent for some of the students, even though the subject Geography at school, which is made known through the internships, has a decisive role for training in this area. Therefore, it is argued that training in Geography in the Pedagogy course is oriented by: a) critical Geography, which guarantees the appropriation of theoretical and epistemological contributions from this geographical perspective; b) the knowledge of its analytical categories; c) the mastery of methodological instruments for research and knowledge production in Geography, and d) for this articulation with the organization of teaching in the early years |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-09-08T17:50:07Z |
dc.date.issued.fl_str_mv |
2020-06-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
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SBARDELOTTO, Vanice Schossler. O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo. 2020. 259 f Tese (Doutorado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2020. |
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http://tede.unioeste.br/handle/tede/4912 |
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SBARDELOTTO, Vanice Schossler. O ensino de geografia para os anos iniciais do ensino fundamental na formação do pedagogo. 2020. 259 f Tese (Doutorado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2020. |
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Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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Programa de Pós-Graduação em Geografia |
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Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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