OS SENTIDOS DO SER PROFESSOR DE GEOGRAFIA EM PROCESSO FORMATIVO
DOI:
https://doi.org/10.51359/2594-9616.2018.240432Keywords:
Ensino de Geografia, Estágio, Formação de professoresAbstract
Este artigo traz algumas reflexões sobre a formação inicial docente em Geografia a partir do processo de estágio em curso superior, no sentido de demonstrar os obstáculos e avanços do percurso formativo de professores. Assim, o estudo aqui apresentado é resultado de atividades da disciplina Estágio Supervisionado com alunos do curso de licenciatura em Geografia, no intuito de problematizar esse contexto a partir de três momentos: observação em sala, construção de portfólios e a roda de conversa com os alunos da graduação. Após essas etapas foram realizados dois tipos de análise dos dados: do conteúdo dos relatos escritos e dos discursos nos espaços de diálogos. Desse modo, conclui-se que os sentidos atribuídos pelos alunos à categoria professor aparece ancorada nos fundamentos teórico-metodológicos para formação inicial docente e na busca cada vez mais aproximada da relação universidade-escola.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Laís Rodrigues Campos
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal agree to the following terms:
a) Authors retain copyright and grant the REVISTA ENSINO DE GEOGRAFIA (RECIFE) of the Federal University of Pernambuco the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution 4.0 International License. CC BY - . This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, provided that attribution is given to the creator. The license permits commercial use.
b) Authors are authorized to enter into separate, additional contractual arrangements for the non-exclusive distribution of the version of the work published in this journal (e.g., publishing in an institutional repository or as a book chapter), with acknowledgment of its initial publication in this journal.
c) Authors are permitted and encouraged to publish and distribute their work online (e.g., in institutional repositories or on their personal website) at any point before or during the editorial process, as this can lead to productive changes, as well as increase the impact and citation of the published work.
d) The contents of the REVISTA ENSINO DE GEOGRAFIA (RECIFE) are licensed under a Creative Commons Attribution 4.0 International License. CC BY - . This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, provided that attribution is given to the creator. The license permits commercial use.
In the case of copyrighted material to be reproduced in the manuscript, full attribution must be provided in the text; a supporting document of authorization must be sent to the Editorial Committee as a supplementary document. It is the responsibility of the authors, not of the GEOGRAPHY TEACHING JOURNAL (RECIFE) or the editors or reviewers, to indicate in the article the authorship of texts, data, figures, images and/or maps previously published elsewhere.
