SABERES GEOGRÁFICOS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: Experiência formativa em uma rede de aprendizagem on-line

Jéferson Muniz Alves Gracioli; Rosa Maria Moraes Anunciato

doi:10.20873/rtg.v13i29.16037

Authors

Jéferson Muniz Alves Gracioli Federal University of Tocantins https://orcid.org/0000-0002-8758-4103
Rosa Maria Moraes Anunciato Federal University of São Carlos https://orcid.org/0000-0003-1478-411X

DOI:

https://doi.org/10.20873/rtg.v13i29.16037

Keywords:

Geographical knowledge, Teacher education, Intergenerational dialogue, ReAD

Abstract

The reflections proposed in this study aimed to analyze how experienced teachers, novice teachers, and education students share their geographical knowledge through intergenerational dialogue in the context of a Learning and Teaching Development Network (ReAD). The methodological procedures of the research involved a qualitative and interventionist approach, incorporating the collaborative model responsible for aggregating actions and analyses in the context of intervention through ReAD and in the research development itself. The data were extracted from two thematic modules offered free of charge in the virtual learning environment (AVA) of UFSCar in the first and second semesters of 2019. The results highlight the importance of online intergenerational dialogue to promote exchanges of experiences, practices, difficulties, and learning for professional development of teachers. They also indicate that in teacher training, there is insufficient deepening of geographical knowledge, hindering the expansion of strategies and proposals for teaching practices. Finally, the impact of ReAD is perceived as a driver of formative actions and reflections to alleviate the difficulties encountered by teachers in their work. Attention to geographical knowledge in the early years of elementary education enables the construction of distinct perspectives and understandings about the relationships between school content and students' contexts.

Author Biographies

Jéferson Muniz Alves Gracioli, Federal University of Tocantins

Professor of Higher Education at the Federal University of Northern Tocantins (UFNT), at the Center for Education, Humanities and Health of Tocantinópolis (CEHS). Degree in Geography from the Federal University of Triângulo Mineiro (2014). Master in Education from the Postgraduate Program at the Federal University of Triângulo Mineiro (2017). PhD in Education from the Postgraduate Program at the Federal University of São Carlos (2022). He has experience in the area of Education, with an emphasis on teaching Geography, working mainly on the following topics: Multiliteracies, digital literacies, cartographic language, Teacher Training and Environmental Education. Researcher of the Teaching Learning and Development Network (ReAD) extension project at the Federal University of São Carlos (UFSCar).

Rosa Maria Moraes Anunciato, Federal University of São Carlos

Full Professor at UFSCar. He has a degree in Literature from the Faculty of Philosophy Sciences and Letters of Sorocaba (1985), a Degree in Pedagogy from the Faculty of Philosophy Sciences and Letters of Sorocaba (1988), a master's degree in Education from the Federal University of São Carlos (1995) and a doctorate in Education from Federal University of São Carlos (2001). He completed his postdoctoral studies at the University of Minho with support from FAPESP. Coordinates the research group Teaching Studies: theories and practices. He has experience in the area of Education, with an emphasis on Teacher Training, working mainly on the following topics: teacher training, concepts about teaching, early years of primary education, narratives and professional learning in teaching. She was head of department in 2012 and 2013. She was coordinator at UFSCar of the Interinstitutional Doctorate PPGE-UFSCar/ State University of Paraná? Campo Mourão - 2011-2015. She was coordinator of the Postgraduate Program in Education at UFSCar - São Carlos from 2015 to 2018.

References

ALVES, A. J. O planejamento de pesquisas qualitativas em educação. Cadernos de Pesquisa, São Paulo, v. 77, p. 53-61, maio, 1991.

ANDRÉ, M. A pesquisa sobre formação de professores: contribuições à delimitação do campo. In: DALBEN, Ângela I.L.F. et al. Didática: convergências e tensões no campo da formação e do trabalho docente. Belo Horizonte: Autêntica, 2010. p. 273-283.

CALLAI, H. C. A formação do profissional de geografia: o professor. Ijuí: Ed. Unijuí, 2013.

CALLAI, H. C. Aprendendo a ler o mundo: a geografia nos anos inicias do ensino fundamental. Cad. CEDES [online]. 2005, vol.25, n.66, pp.227-247.

CALLAI, H. C. Estudar o Lugar para compreender o mundo. In: Ensino de Geografia. Práticas e textualizações no cotidiano. Castrogiovanni, A. C. (Org). Porto Alegre: Mediação, 2000.

CALLAI, H. C. Geografia em sala de aula pratica e reflexões. Porto Alegre: Ed da UFRGS, 1998.

CASTELLAR, S. M. V. A geografia no ensino fundamental. In: GIOMETTI. A.B.R. dos; BRAGA, R. (Orgs.). Caderno de Formação: Ensino de Geografia. São Paulo: Unesp, 2004, p. 17-21.

CASTELLAR, S. M. V. O letramento cartográfico e a formação docente: O ensino de Geografia nas séries iniciais, 2013.

CASTROGIOVANNI, A C. et al. (org.) Geografia em sala de aula: práticas e reflexões. 4. ed. Porto Alegre: Editora da UFRGS, 1999.

LASTÓRIA, A. C.; FERNANDES, S.A.S. de. A Geografia e a linguagem cartográfica: de nada adianta saber ler um mapa se não se sabe aonde quer chegar. Ensino em Revista (UFU. Impresso), v. 19, p. 323-334, 2012.

OLIVEIRA, R. M. M. A.; GAMA, R. P. Desenvolvimento profissional docente e narrativas em diferentes momentos da formação e atuação. Revista da FAEEBA – Educação e Contemporaneidade, Salvador, v. 23, n. 41, p. 205-219, jan./jun. 2014.

RODGERS, C. Defining reflection: another look at John Dewey and reflective thinking. Teachers College Record, v. 104, n. 4, p. 842-866, 2002a.

SILVA, E. L.; MENEZES, E. M. Metodologia da pesquisa e elaboração de dissertação. Programa de Pós-Graduação em Engenharia de Produção, Universidade Federal de Santa Catarina, Florianópolis, 2000, 118p.

STRAFORINI, R. A totalidade mundo nas primeiras séries do ensino fundamental: um desafio a ser enfrentado. Terra Livre, São Paulo, ano 18, v. 1, n. 18, p. 95-114, jan./jun. 2002

STRAFORINI, R. Ensinar geografia nas séries iniciais: o desafio da totalidade mundo. 155f. Dissertação (Mestrado) – Instituto de Geociências, Universidade Estadual de Campinas, Campinas, 2001.

VIEIRA, M. M. F. e ZOUAIN, D. M. Pesquisa qualitativa em administração: teoria e prática. Rio de Janeiro: Editora FGV, 2005.