Mapeando a geografia escolar : identidades, saberes e práticas

by Borges, Vilmar José

Abstract (Summary)
This survey goals a reflection about knowledges and pedagogical practice of Geographyteachers, whose act in the final grades of the public Fundamental School in Uberlândia-MG, Brazil. The analysis intents to reveal the (inter)relations among the knowledges,the practices and personages (docents) that (re)build, in the daily educational spaces,the scholar Geography(ies) and participate in the formative process of and forcitizenship. The method used was inspired in the modality of the oral history thematic.From the oral narratives, reproduced in writen words, of a five Geography teachers?group from the municipal education system, we produced a reflection about theconstruction process of identity and docents knowledges, about the (re)constructionmanners of geographics knowledges in the scholar context of final grades inFundamental School. And also about the mediations among different knowledges,personages and practices, in the formation of/for citizenship. The study reveals that inthe Geography teaching-learning process the teacher (re)build, permanently, hisprofessional identity, his differents knowledges, his experiences and his dreams.Conclude if a significant and (trans)formative scholar education, demands a criticreflection about the internal position of the educational process, about the initial andcontinued of the Geography docents, about the curriculums ant the teaching practicesand about the production and mobilization of new geographics knowledges in thescholar space/time.
This document abstract is also available in Portuguese.
Bibliographical Information:

Advisor:Selva Guimarães Fonseca; Sandra Vidal Nogueira; Lana de Souza Cavalcanti

School:Universidade Federal de Uberlândia

School Location:Brazil

Source Type:Master's Thesis

Keywords:educacao geografia ? estudo e ensino primeiro grau cidadania formação docentes identidades saberes professores de práticas


Date of Publication:12/04/2001

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