The role and importance of geographical science as a tool for social emancipation: the school context
DOI:
https://doi.org/10.51359/2238-6211.2019.248663Keywords:
geography; teaching knowledge; university education; teachingAbstract
The aim of this paper is to reflect on the training of university teachers in undergraduate courses, aiming to understand whether the practice of this teacher corresponds to the demands of the contemporary world in the face of Brazilian legislation. The main focus of our investigation is the production and mobilization of knowledge from experience in teaching practice. I consider how to know from experience that knowledge that comes from experiences, whether personal or professional, that the teacher mobilizes in the classroom, the knowledge of know-how. In this context, we initially take teaching work, teacher training, the epistemology of practice as the categories of analysis that allow us to focus teachers' relationships with the knowledge they master inorder to teach and those who teach. For the first path covered in the investigation, a qualitative approach was used, as it believes that the use of this analysis allows to establish more significant conclusions, based on the data collected, as well as the direct observation, in locus, of the subjects involved in the research. The results of the research make it possible to state that most of the teachers do not have an adequate pedagogical training that meets the demands of contemporary times. This pedagogical deficiency has reflected directly in the classroom.References
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Copyright (c) 2021 Francisco Kennedy Silva dos Santos, Matheus Rivail Alves de Araújo Pereira, Tâmara Carla Gonçalves Bezerra, Thiago Breno de Medeiros Carmo
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