Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1 AlbertoALA_DISSERT.pdf: 871592 bytes, checksum: e0f386e6973c880e2e8210fd92823b82 (MD5) Previous issue date: 2013-12-16 / This work is an exploratory study based on the principles of qualitative research aiming at the conception of landscape by Geography teachers in the city of Parnamirim (RN), as well as the pedagogical implications originated from such conceptions on the formation of students. In order to start our investigative process, we used, as theoretical and methodological reference, some principles of historical and dialectical materialism by Trivi?os (2007) and historical cultural approach of education by Freire (1987; 1996) e Vygotsky (1993; 2001; 2007), as well as the meaning of conception by Morin (1996) and Ferreira (2007) and the critical approach of geography by Moraes (2005), Santos (1988; 2004; 2006) and Silva (1989; 2010). Also, we used oral history as a research technique such as Moraes (2004), Bertaux (2010), Ferraroti (2010) and N?voa (2010) and semi-structured interviews as data collection tools. Our empirical reference is made of four teachers working in four different public schools in the city mentioned above, providing the needed data to start our research. The objective of such interviews is not the verification of the teachers‟ practice in class or outside them, but it highlights the transitoriness of the evidences mentioned in the research. Thus, we conclude that the conception of landscape mostly accepted by the teachers, once it is a process built along their lives and surrounded by their pedagogical practice, prioritizes the visual and morphological aspects and the sentimental livings related to the conception which is situated in a descriptive level of conception. Effectively, the pedagogical implications of these conceptions at school point to a materialization of geography teaching centered on the non-critical reproduction of school subjects which very little instigate the learners to process, via dialogicity, the re-significations of their essential and multiple attributes despite the several attempts and possibilities of some theoretical and methodological renovations on the application of geographical knowledge about landscape, expressed on the report of the interviewees / Esse trabalho define-se como um estudo explorat?rio ancorado nos princ?pios da pesquisa qualitativa cujo objeto de estudo versa sobre a concep??o de paisagem de professores de Geografia do munic?pio de Parnamirim (RN) e as implica??es pedag?gicas advindas dessa concep??o na forma??o do educando. Para desencadearmos o nosso processo investigativo utilizamos como referencial te?rico-metodol?gico as contribui??es de alguns princ?pios do materialismo hist?rico e dial?tico de Trivi?os (2007) e da abordagem hist?rico-cultural da educa??o de Freire (1987; 1996) e Vygotsky (1993; 2001; 2007), bem como recorremos ao significado de concep??o segundo Morin (1996) e Ferreira (2007) e ? abordagem cr?tica da Geografia em Moraes (2005), Santos (1988; 2004; 2006) e Silva (1989; 2010). Al?m disso, fizemos uso da hist?ria oral como t?cnica de pesquisa, de acordo com Moraes (2004), Bertaux (2010), Ferraroti ( 2010) e N?voa ( 2010) e da entrevista semiestruturada como procedimento de coleta de dados. A nossa refer?ncia emp?rica constituiu-se de quatro professores lotados em quatro escolas da rede p?blica do referido munic?pio, os quais, atrav?s de depoimentos concedidos no pr?prio local de trabalho, forneceram os dados necess?rios ? execu??o dessa pesquisa, n?o se configurando como objetivo do estudo a verifica??o na pr?tica de sala de aula e fora dela dos dizeres dos part?cipes, o que ressalta a transitoriedade das evid?ncias ressaltadas na pesquisa. Desse modo, constatamos que a concep??o de paisagem predominante entre os professores, processo permeado pelo seu fazer pedag?gico e constru?do ao longo de suas vidas, prioriza os aspectos vis?veis e morfol?gicos e as viv?ncias sentimentais relacionadas ao referido conceito, o qual se situa em n?vel descritivo de concep??o. Com efeito, as implica??es pedag?gicas da aplica??o dessas concep??es no lugar escola apontam uma materializa??o do ensino de Geografia centrada na reprodu??o acr?tica de conte?dos escolares, que pouco instiga os educandos a processarem, por meio da dialogicidade, as ressignifica??es dos seus atributos m?ltiplos e essenciais, apesar das tentativas e possibilidades de algumas renova??es te?rico-metodol?gicas na aplica??o dos conhecimentos geogr?ficos sobre paisagem expressas nos depoimentos dos part?cipes