Pensamento pedagógico-geográfico de professor e a autonomia docente
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Autores
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-27
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
90
jan./dez.
46
90
jan./dez.
Coleções
Resumo
O artigo apresenta como proposta debater o conceito de pensamento pedagógico-geográfico de professor como constructo do profissional necessário à autonomia docente. Parte-se da seguinte questão: de que maneira, na formação do professor de Geografia, o Pensamento Pedagógico-geográfico é constituído e como contribui à autonomia docente? Este artigo resulta de um recorte da tese de doutorado e propõe um debate teórico que relaciona referenciais teóricos e elementos originados da pesquisa empírica realizada com professores que atuam na educação básica, anos finais do ensino fundamental. Utilizou-se a entrevista semiestruturada como recurso e a Análise de Conteúdo de Laurence Bardin (2011) como metodologia de análise dos dados para a construção das categorias, as quais foram interpretadas a partir da Teoria Crítica e da Hermenêutica. Resulta, nesse processo, um movimento inicial de reflexão sobre pensamento geográfico e pensamento geográfico de professor e, posteriormente, reflexões sobre o conceito de pensamento pedagógico-geográfico como uma estrutura necessária à construção da autonomia docente do professor de Geografia.
The article presents as a proposal to debate the concept of pedagogical-geographic thinking of teachers as a construct of the professional necessary for teaching autonomy. It starts with the following question: in what way, in the formation of the Geography teacher, is Pedagogical-Geographic Thinking constituted and how does it contribute to teaching autonomy? This article results from an excerpt of the doctoral thesis and proposes a theoretical debate that relates theoretical references and elements originated from the empirical research carried out with teachers who work basic education, the final years of elementary school. The semi-structured interview was used as a resource and the Content Analysis by Laurence Bardin (2011) as a methodology for data analysis for the construction of the categories, which were interpreted from the Critical Theory and Hermeneutics. In this process, an initial movement of reflection on geographic thinking and geographic thinking of the teacher results, and, later, reflections on the concept of pedagogical-geographic thinking as a necessary structure for the construction of the teaching autonomy of the Geography teacher
The article presents as a proposal to debate the concept of pedagogical-geographic thinking of teachers as a construct of the professional necessary for teaching autonomy. It starts with the following question: in what way, in the formation of the Geography teacher, is Pedagogical-Geographic Thinking constituted and how does it contribute to teaching autonomy? This article results from an excerpt of the doctoral thesis and proposes a theoretical debate that relates theoretical references and elements originated from the empirical research carried out with teachers who work basic education, the final years of elementary school. The semi-structured interview was used as a resource and the Content Analysis by Laurence Bardin (2011) as a methodology for data analysis for the construction of the categories, which were interpreted from the Critical Theory and Hermeneutics. In this process, an initial movement of reflection on geographic thinking and geographic thinking of the teacher results, and, later, reflections on the concept of pedagogical-geographic thinking as a necessary structure for the construction of the teaching autonomy of the Geography teacher
Descrição
Palavras-chave
Formação de professores, Autonomia docente, Pensamento pedagógico-geográfico, Teacher training, Teaching autonomy, Pedagogical-geographical thinking
Citação
COPATTI, Carina. Pensamento pedagógico-geográfico de professor e a autonomia docente. Educação (UFSM), Santa Maria, RS, v. 46, n. 90, p. 1-27, jan/dez. 2021. https://doi.org/10.5902/1984644442506. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/42506. Acesso em: 2022-07-20