Saberes geográficos compartilhados por professores dos anos iniciais do ensino fundamental na rede de aprendizagem e desenvolvimento da docência (READ) da UFSCar
Gracioli, Jéferson Muniz Alves
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The research aimed to analyze how experienced teachers, beginners teachers and graduated teachers share geographics knowledges through intergenerational dialogue in ReAD (“Rede de Aprendizagem e Desenvolvimento da Docência” in Brazilian Portuguese, which means Teaching, Learning and Development Network). The research was carried out in an online collaborative group. The activities was realized through the creation of two groups called “Geography: learning how to read the world”, given in a free way in the 1st and 2nd semesters of 2019, with the purpose to promote changes experiences between the subjects. Data were extracted in dialogues shared with the participants, discussion forum reports and other productions in virtual learning environment. It used the ATLAS.ti analyze software to help systematization and data coding. The research presents a qualitative approach - world´s interpretive to understand the phenomena considering the meaning that people confer to it, and collaborative, because it was part of a reciprocal relationship considering professional development between beginners teachers, experienced teachers, graduated teachers and tutors. Four groups of analyses categories were established: Memories related to the professional development of primary school teachers that are ReAD´s participants; Geographics knowledges structured in intergenerational dialogues about Geography in primary school; Strategies and proposals to improve the education based on ReAD´s participants places representation and landscapes and The ReAD as a propelling online formative development for teachers in primary school. The results highlight the importance of the online intergenerational dialogues to share/exchange experiences, practices, difficulties and learnings for the teacher professional development. The research indicates that in teachers development there is an insufficiency deepening of geographic knowledges, hampering the strategies expansion and proposals for teaching practices. Finally, the ReAD´s impact as a propelling of formative actions and reflections contributes to diminish the difficulties that teachers face in their performance. In conclusion the attention of geographic knowledges in primary school allows the construction of distinct perspectives and comprehensions about educational contents with students´ background.
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