Entre a formação inicial e continuada: os modelos que regem a formação de professores de Geografia e seus impactos para a atuação profissional

Authors

DOI:

https://doi.org/10.33871/23594381.2024.22.3.9696

Abstract

Faced with constant social, economic, political and educational transformations, it is essential to understand how the social context influences teacher training. Historically, this initial training prioritized the transmission of theoretical-scientific content, with a bachelor's focus, neglecting in many cases the didactic-pedagogical aspect of training and the connection between the training and performance space. This resulted in a range of professionals with a high theoretical burden, but without adequate teaching techniques for professional performance. This study, guided by the dialectical method, analyzed the training models for Geography teachers at UEMA and UFMA universities. The results, obtained through questionnaires applied to teachers and students, indicate that the technical-content paradigm is still present in initial training and impacts on the professional performance of teachers, highlighting the inherence of the continued training of graduating teachers.

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Author Biographies

Francisco De Oliveira Viana, Universidade Estadual do Maranhão

Graduated in Geography from the State University of Maranhão (UEMA); Specialist in Didactics from the Metropolitan Faculty of the State of São Paulo (FAMEESP); Specialist in remote teaching and distance education from the Metropolitan Faculty of the State of São Paulo (FAMEESP); He worked as a teacher in the Caminhos do Sertão teacher training program at the State University of the Tocantina Region of Maranhão (UEMASUL). He is currently a distance learning mediator in continuing education courses at the State University of Maranhão (UEMA). Develops research on teacher training and geography teaching.

Lucas Silva Carvalho, State University of Maranhão

Master's student in Geography, Nature and Space Dynamics at the State University of Maranhão (UEMA). Graduated in Geography from the Maranhão State University (UEMA). member of the Geomorphology and Mapping Research Group (GEOMAP). (Text provided by the author)

Regina Célia de Castro e Pereira, State University of Maranhão

He has a degree in Geography from the Federal University of Maranhão (1996), a specialization in Higher Education from the Federal University of Maranhão (2002), a master's degree in Ecosystem Sustainability from the Federal University of Maranhão (2006) and a PhD in Geography from the Universidade Estadual Paulista Júlio de Mesquita Son (2012). She is currently Associate Professor I at the State University of Maranhão, professor in the Department of Geography at the State University of Maranhão. She was General Coordinator of the Darcy Ribeiro Program (2015-2017) and the Teaching Teacher Training Program at the State University of Maranhão (2017-2022). She is Director of the Center for Education, Exact and Natural Sciences/CECEN. He has experience in the area of ​​Geography, with an emphasis on Biogeography, Geography Theory, working mainly on the following topics: environmental education, development and sustainability, teacher training, territory, landscape.

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Published

2024-12-18

Issue

Vol. 22 No. 3 (2024): Ensino & Pesquisa

Section

Dossiê

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