Aprender a ensinar Geografia: a visão de egressos do curso de Pedagogia da UEFS (Univerisdade Estadual de Feira de Santana)
Abstract
The present study is at the scope of investigation which search to understand how it s been
developed the teaching and learning processes of the specific didactics in Pedagogy Training
Course for experienced teachers. More effectively, its is directed to the understanding of
teaching and learning at the subject Geography on the Pedagogy First Initial Series of
Primary School course, at the Universidade Estadual de Feira de Santana (UEFS). Even
though many courses have been implanted in the past few years involving this public, its still
rare the researches dedicated to the understanding of its contributions to these teachers
practices. These scarcity, together with a particular interest in contribute with the deepness of
the question, is the reason for me to do this work, guided for the following question: How do
the egresses from the degree in Pedagogia Séries Iniciais do Ensino Fundamental at
UEFS, describe and analyze the Geography teaching developed at the course,
considering the contributions to the development of their practices inside the
classrooms? The theoretical references adopted were: to discuss teaching learning and
professional teaching knowledge, we considered the contributions from Maurice Tardif,
Marcelo Garcia, Pérez Gómez and, to discuss the different approaches in Geography we
adopted the works of William Vesentini, Helena Callai, Lana Cavalcanti, Nídia Pontushcka.
In order to do the investigation, we selected seven egresses who were teaching the subject
Geography at the first initial series of Primary School since they have finished their degree.
The main data collection instrument was the individual interview together with a
questionnaire, using a qualitative approach as a research reference in their paths as students of
the Basic Teaching and in the course of Pedagogy, in UEFS. It was clear the change in the
way of to understand and to teach Geography. The first was the one of the book, of the copy,
of the "decoreba"; it was the learned Geography, just, to answer the subjects of the proof. The
second was developing of another perspective, characterized essentially by his/her
relationship with the concrete life, with the reality of a world that is unequal and unjust.
Besides, the data revealed some changes in practice of the current participants of the multiple
relationships with the knowledge locked in the degree, besides in the discipline Ensino de
Geografia. But they had disclosed also that not learning had of contents specific (concepts,
facts, methods of education) and nor of a conception of formation based in the theorypractical
relation that they allowed them to develop an education of analysis, critical and
reconstruction of the proper teaching exercise.