Este trabalho consiste em um estudo da paisagem no ensino da Geografia que tem como eixo central investigar como está sendo abordada a construção desse conceito na 5ª série do Ensino Fundamental. Primeiramente, foi realizado um levantamento bibliográfico referente ao conceito de paisagem na Geografia. Também foi averiguado os métodos adotados pelos professores, o uso do livro didático, além do tratamento dado à paisagem nos 2 livros didáticos mais utilizados pelos professores. Para tanto, 11 professores de 9 escolas de Educação Básica da Rede Pública Estadual de Santa Cruz do Sul/RS foram entrevistados. Verificou-se que o conceito de paisagem é anterior à ciência geográfica, passando no decorrer dos tempos por diferentes métodos de aplicação. Em relação à sua construção na 5ª série do Ensino Fundamental, percebeu-se que ele, na maioria dos casos analisados, não está sendo trabalhado de forma significativa, já que os alunos pouco aprendem a fazer uso desse conceito na interpretação da realidade em que estão inseridos. Igualmente, constatou-se que está faltando domínio de conceitos básicos da ciência geográfica para o professor. Verificou-se isso através do entendimento que os professores têm do conceito paisagem, o que dificulta o trabalho desses conhecimentos básicos da Geografia. A carga horária intensa também é argumento para justificar a ausência de temas reflexivos e de situações de aprendizagem que vão além das quatro paredes da sala de aula. Ficou claro que o livro didático de Geografia é um recurso muito utilizado pelo professor, sem prévia e devida análise da proposta conceitual apresentada pelos autores. Essa análise não é realizada pelo professor porque ele próprio não possui clareza conceitual da Geografia e se limita a constantes reclamações e demonstrações de desinteresse em relação à qualidade dos recursos utilizados e às reflexões sobre o processo ensino/aprendizagem da Geografia. Por tudo isso, é preciso pensar em saídas, na busca de uma educação geográfica reflexiva e significativa. No entanto, isso depende muito do querer e da necessidade de cada educador. / This work is a study of the landscape in Geography teaching and has as main axis to investigate how the building of this concept is being approached in the fifth grade, Elementary School. First, a bibliographical survey concerning the concept of landscape in Geography, was performed. The methodology adopted by the teachers, the use of the pedagogical book was verified, as well as the landscape is seen and worked on the two pedagogical books most used by the teachers. Eleven teachers of nine Public Schools in Santa Cruz do Sul, RS were interviewed for this. It was verified that the concept of landscape is prior to the geographical science, being subject to different application methods. Concerning its construction in the fifth grade, it was noticed that, it is not, in most cases, being developed in a significant way, once students are not learning to use it when they are making interpretations of the reality. It was also seen that the teacher is lacking the understanding of this concept, what makes it difficult the work with basic concepts in Geography. Other point to justify the lack of thinking issues and of learning situations that go beyond the classroom walls, is the full working schedule. It is clear that the Geography pedagogical book is frequently used by the teacher, without a prior analysis of the conceptual plan introduced by the writers. This analysis is not performed by the teacher because he/she does not know the concepts of Geography very clearly and gets restricted to complaints and to demonstrations of indifference concerning the quality of the resorces and the reflections about the Geography learning/teaching process. Because of all this, it is necessary to think of unthreads searching for a significant and reflexive Geographical Education. However, this depends on the needs of each educator.

Este trabalho consiste em um estudo da paisagem no ensino da Geografia que tem como eixo central investigar como está sendo abordada a construção desse conceito na 5ª série do Ensino Fundamental. Primeiramente, foi realizado um levantamento bibliográfico referente ao conceito de paisagem na Geografia. Também foi averiguado os métodos adotados pelos professores, o uso do livro didático, além do tratamento dado à paisagem nos 2 livros didáticos mais utilizados pelos professores. Para tanto, 11 professores de 9 escolas de Educação Básica da Rede Pública Estadual de Santa Cruz do Sul/RS foram entrevistados. Verificou-se que o conceito de paisagem é anterior à ciência geográfica, passando no decorrer dos tempos por diferentes métodos de aplicação. Em relação à sua construção na 5ª série do Ensino Fundamental, percebeu-se que ele, na maioria dos casos analisados, não está sendo trabalhado de forma significativa, já que os alunos pouco aprendem a fazer uso desse conceito na interpretação da realidade em que estão inseridos. Igualmente, constatou-se que está faltando domínio de conceitos básicos da ciência geográfica para o professor. Verificou-se isso através do entendimento que os professores têm do conceito paisagem, o que dificulta o trabalho desses conhecimentos básicos da Geografia. A carga horária intensa também é argumento para justificar a ausência de temas reflexivos e de situações de aprendizagem que vão além das quatro paredes da sala de aula. Ficou claro que o livro didático de Geografia é um recurso muito utilizado pelo professor, sem prévia e devida análise da proposta conceitual apresentada pelos autores. Essa análise não é realizada pelo professor porque ele próprio não possui clareza conceitual da Geografia e se limita a constantes reclamações e demonstrações de desinteresse em relação à qualidade dos recursos utilizados e às reflexões sobre o processo ensino/aprendizagem da Geografia. Por tudo isso, é preciso pensar em saídas, na busca de uma educação geográfica reflexiva e significativa. No entanto, isso depende muito do querer e da necessidade de cada educador. / This work is a study of the landscape in Geography teaching and has as main axis to investigate how the building of this concept is being approached in the fifth grade, Elementary School. First, a bibliographical survey concerning the concept of landscape in Geography, was performed. The methodology adopted by the teachers, the use of the pedagogical book was verified, as well as the landscape is seen and worked on the two pedagogical books most used by the teachers. Eleven teachers of nine Public Schools in Santa Cruz do Sul, RS were interviewed for this. It was verified that the concept of landscape is prior to the geographical science, being subject to different application methods. Concerning its construction in the fifth grade, it was noticed that, it is not, in most cases, being developed in a significant way, once students are not learning to use it when they are making interpretations of the reality. It was also seen that the teacher is lacking the understanding of this concept, what makes it difficult the work with basic concepts in Geography. Other point to justify the lack of thinking issues and of learning situations that go beyond the classroom walls, is the full working schedule. It is clear that the Geography pedagogical book is frequently used by the teacher, without a prior analysis of the conceptual plan introduced by the writers. This analysis is not performed by the teacher because he/she does not know the concepts of Geography very clearly and gets restricted to complaints and to demonstrations of indifference concerning the quality of the resorces and the reflections about the Geography learning/teaching process. Because of all this, it is necessary to think of unthreads searching for a significant and reflexive Geographical Education. However, this depends on the needs of each educator.

Este trabalho consiste em um estudo da paisagem no ensino da Geografia que tem como eixo central investigar como está sendo abordada a construção desse conceito na 5ª série do Ensino Fundamental. Primeiramente, foi realizado um levantamento bibliográfico referente ao conceito de paisagem na Geografia. Também foi averiguado os métodos adotados pelos professores, o uso do livro didático, além do tratamento dado à paisagem nos 2 livros didáticos mais utilizados pelos professores. Para tanto, 11 professores de 9 escolas de Educação Básica da Rede Pública Estadual de Santa Cruz do Sul/RS foram entrevistados. Verificou-se que o conceito de paisagem é anterior à ciência geográfica, passando no decorrer dos tempos por diferentes métodos de aplicação. Em relação à sua construção na 5ª série do Ensino Fundamental, percebeu-se que ele, na maioria dos casos analisados, não está sendo trabalhado de forma significativa, já que os alunos pouco aprendem a fazer uso desse conceito na interpretação da realidade em que estão inseridos. Igualmente, constatou-se que está faltando domínio de conceitos básicos da ciência geográfica para o professor. Verificou-se isso através do entendimento que os professores têm do conceito paisagem, o que dificulta o trabalho desses conhecimentos básicos da Geografia. A carga horária intensa também é argumento para justificar a ausência de temas reflexivos e de situações de aprendizagem que vão além das quatro paredes da sala de aula. Ficou claro que o livro didático de Geografia é um recurso muito utilizado pelo professor, sem prévia e devida análise da proposta conceitual apresentada pelos autores. Essa análise não é realizada pelo professor porque ele próprio não possui clareza conceitual da Geografia e se limita a constantes reclamações e demonstrações de desinteresse em relação à qualidade dos recursos utilizados e às reflexões sobre o processo ensino/aprendizagem da Geografia. Por tudo isso, é preciso pensar em saídas, na busca de uma educação geográfica reflexiva e significativa. No entanto, isso depende muito do querer e da necessidade de cada educador. / This work is a study of the landscape in Geography teaching and has as main axis to investigate how the building of this concept is being approached in the fifth grade, Elementary School. First, a bibliographical survey concerning the concept of landscape in Geography, was performed. The methodology adopted by the teachers, the use of the pedagogical book was verified, as well as the landscape is seen and worked on the two pedagogical books most used by the teachers. Eleven teachers of nine Public Schools in Santa Cruz do Sul, RS were interviewed for this. It was verified that the concept of landscape is prior to the geographical science, being subject to different application methods. Concerning its construction in the fifth grade, it was noticed that, it is not, in most cases, being developed in a significant way, once students are not learning to use it when they are making interpretations of the reality. It was also seen that the teacher is lacking the understanding of this concept, what makes it difficult the work with basic concepts in Geography. Other point to justify the lack of thinking issues and of learning situations that go beyond the classroom walls, is the full working schedule. It is clear that the Geography pedagogical book is frequently used by the teacher, without a prior analysis of the conceptual plan introduced by the writers. This analysis is not performed by the teacher because he/she does not know the concepts of Geography very clearly and gets restricted to complaints and to demonstrations of indifference concerning the quality of the resorces and the reflections about the Geography learning/teaching process. Because of all this, it is necessary to think of unthreads searching for a significant and reflexive Geographical Education. However, this depends on the needs of each educator.

This research proposes that the explicit incorporation of spatial thinking into teacher preparation programs is an effective and efficient way to foster and develop a spatially literate populace. The major objective of this study was to examine the effect of explicit instruction in spatial thinking on the development of preservice teachers' knowledge, skills, and dispositions toward teaching it. A one-day workshop - Teaching Spatial Thinking with Geography - for preservice geography teachers was developed as the intervention of this study. The primary focus of the workshop was to provide an explicit opportunity to learn about spatial thinking and to practice skills required to incorporate spatial thinking into participants' classrooms. Three assessments were used to examine changes in participants' knowledge, skills, and dispositions, before and after the workshop: the spatial concepts test, the teaching spatial thinking disposition survey, and participant-produced lesson plans. Individual interviews were conducted to obtain a deeper understanding of participants' learning experiences during the workshop. A mixed-method research design was adopted in which both quantitative and qualitative methods were used to offset the weaknesses inherent within one method with the strengths of the other. The major findings of this study include: 1) explicit instruction about spatial concepts is necessary to the development of preservice teachers' knowledge required for teaching spatial thinking through geography; 2) the skills development required to teach spatial thinking should be approached as the development of pedagogical content knowledge; 3) dispositions toward teaching spatial thinking should be differentiated from dispositions toward teaching general thinking skills; 4) although explicit instruction about teaching spatial thinking contributed substantially to the preservice teachers' acquisition of knowledge and skills and the development of positive dispositions toward teaching spatial, each of these components develops at a different rate but affect each other; and 5) a promising approach to the development of preservice teachers' pedagogical content knowledge would be to offer geography education courses, not general geography or methods courses, in which the focus is explicitly on teaching geography with an emphasis on spatial thinking.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-04-11T12:59:28Z No. of bitstreams: 1 Maria Ang¿lica Nastri Carvalho.pdf: 4803999 bytes, checksum: cac987221ab121ac27f18cc940104d44 (MD5) / Made available in DSpace on 2016-04-11T12:59:28Z (GMT). No. of bitstreams: 1 Maria Ang¿lica Nastri Carvalho.pdf: 4803999 bytes, checksum: cac987221ab121ac27f18cc940104d44 (MD5) Previous issue date: 2016-02-24 / This study aims to cognize the social representations of geography teachers working in state public schools in the city of Santos, SP, regarding his initial education. It is a qualitative research as anounced by Bogdan and Biklen (1994), which is based on the Social Representation Theory / TRS (MOSCOVICI, 2012), and authors who are dedicated to study the initial teacher education, Geography teacher education, as Pontuschka, Paganelli and Cacete (2009), Cavalcanti (2012) and Callai (2013), dealing with the education of geography teachers; and Nóvoa (1995), Abdalla (2006, 2012 and 2013a, 2013b), Saviani (2011), García (2012), Tardif (2012), among others, to discuss the initial teacher education. The research was developed in three steps: first, exploratory interviews with three teachers were held; then a questionnaire was applied with open and closed questions to twenty-five (25) teachers; and in the third stage, deepening interviews were made with two (02) newly graduated teachers and two (02) Geography students. Based on the data, the results are anchored in two dimensions of analysis. The formative dimension to the category initial education and sense units: knowledge necessary for teaching, in which teachers recognize the importance of university education for the career; the internship as articulation between theory and practice, where teachers do not recognize the importance of the internship for their education; and, finally, sense of unity, the choice of Geography course, which, according to teachers, was made under the influence of other teachers. The professional dimension, with the ranking of the challenges of early career, in which teachers highlight some epistemological obstacles, such as inadequate education difficulting their work, inter-relational difficulties, highlighting by facing the school reality and, finally, recognize that become teachers by practicing in the classroom. Finally, the data indicate that education for change depends on a education policy that contributes to that complaint the "bureaucracy", both in University degree, as in the practices of schools, encouraging a more critical education, and developing internship, which are linked to the schools. / Este trabalho objetiva conhecer as representações sociais dos professores de Geografia, que atuam na rede pública estadual na cidade de Santos, SP, a respeito de sua formação inicial. Trata-se de uma pesquisa qualitativa como anunciam Bogdan e Biklen (1994), que se fundamenta na Teoria das Representações Sociais/TRS (MOSCOVICI, 2012), e em autores que se dedicam a estudar a formação inicial de professores e a formação de professores de Geografia, como: Pontuschka, Paganelli e Cacete (2009), Cavalcanti (2012) e Callai (2013), que tratam da formação de professores de Geografia; e Nóvoa (1995), Abdalla (2006; 2012 e 2013a, 2013b), Saviani (2011), García (2012), Tardif (2012), entre outros, para discutir a formação inicial de professores. A pesquisa se desenvolveu em três etapas: primeiro, foram realizadas entrevistas exploratórias com três professores; em seguida, foi aplicado um questionário com questões abertas e fechadas a vinte e cinco (25) professores; e, na terceira etapa, foram efetuadas entrevistas de aprofundamento com dois (02) professores recém-formados e dois (02) estudantes de Geografia. Com base nos dados, os resultados se ancoram em duas dimensões de análise. A dimensão formativa com a categoria formação inicial e as unidades de sentido: saberes necessários à docência, em que os professores reconhecem a importância da formação universitária para a carreira; o estágio como articulação entre teoria e prática, em que os professores não reconhecem a importância do estágio para sua formação; e, finalmente, a unidade de sentido, a opção pelo curso de Geografia, que, segundo os professores, foi feita por influência de outros professores. A dimensão profissional, com a categoria dos desafios do início de carreira, em que os professores destacam alguns obstáculos epistemológicos, como a formação inadequada dificultando o trabalho, dificuldades inter-relacionais, destacando o enfrentamento da realidade escolar e, finalmente, reconhecem que se tornaram professores dentro da sala de aula, na prática. Por fim, os dados indicam que uma formação para mudança depende de uma política de formação, que contribua para que se denuncie o ¿burocratismo¿, tanto na formação superior, quanto nas práticas das Escolas, incentivando-se uma formação mais crítica, e desenvolvendo-se estágios, que se articulem com as Escolas.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-07-03T14:48:11Z No. of bitstreams: 2 Tese - Daniel Mallmann Vallerius - 2017.pdf: 3906167 bytes, checksum: e68fd49426beddedcd311f496d307b67 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-07-10T11:55:00Z (GMT) No. of bitstreams: 2 Tese - Daniel Mallmann Vallerius - 2017.pdf: 3906167 bytes, checksum: e68fd49426beddedcd311f496d307b67 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-10T11:55:00Z (GMT). No. of bitstreams: 2 Tese - Daniel Mallmann Vallerius - 2017.pdf: 3906167 bytes, checksum: e68fd49426beddedcd311f496d307b67 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research intends to reflect about the process of delineating the professional identity of students from the supervised curricular internship of the Geography degree, and the elements that allow this identity to be conceived as a professional identity that has a citizen dimension. We have as a premise to be confirmed that the period of the supervised internship is fundamental for the delineation of a teaching identity, and that, if well oriented, grounded and practiced, it is a unique opportunity for the affirmation of a professional identity engaged with citizenship. Therefore, some glances are devoted to the discussions about Identity and Citizenship, as well as, discussing aspects related to the central theme, such as the current work perspectives and the formation of geography teacher in the contemporary world. Our research is based on undergraduate students from the Geography degree of three diferente Brazilian Federal Universities - Federal University of Rio Grande do Sul (Porto Alegre / RS), the University of Brasília (Brasília / DF) and the Federal University of Pará (Altamira / PA) ) - who performed their respective supervised curricular teaching internships. It is reiterate that the supervised internships, besides being one of the elements of the study object inquestion, deserve our attention because we consider a key moment in the delineation of ones possible identity(s). Our theoretical framework presents authors who dialogue with cultural studies from the perspective of critical and post-critical theories, also evoking researchers dedicated to the Geography Teaching and Citizenship Education. On the other hand, the research is based on the precepts of a qualitative research, adopting semi-structured questionnaires, individual interviews and focus groups as methodological tools. These tools were used in two different moments: at the beginning of the first teaching internship and near the end of the last teaching internship of our participants. The data are analyzed under the bias of the identities positions of the students, demonstrated during this period of formation and experimentation, seeking reflection on their citizenships potential. Finally, we present our contributions to the dialogue with the category "Professional Citizenship Identity" and suggest some positions and attitudes for Geography teachers, in a perspective to think about possible delineations of a professional teaching identity with a citizenship dimension. The research ponder the Geography professor can delineate a citizen dimension in their professional identity and supervised curricular internship it’s an enhancing moment in this process. / Nesta investigação pretende-se refletir sobre o processo de delineamento de uma identidade profissional de estudantes de estágio supervisionado curricular em licenciatura em Geografia e elementos que a permitam concebê-la como uma identidade profissional que possui uma dimensão cidadã. Temos como premissa a ser confirmada que o período do estágio supervisionado é fundamental no delinear de uma identidade docente, e que, se bem orientado, fundamentado e praticado, consiste em uma oportunidade ímpar para a afirmação de uma identidade profissional engajada com a cidadania. Para tanto, dedicam-se alguns olhares sobre as discussões acerca de Identidade e Cidadania, bem como, discutem-se aspectos relacionados ao tema central, como o mundo do trabalho atual e a formação do professor de geografia na contemporaneidade. Nosso recorte de pesquisa reside nos estudantes de licenciatura em Geografia de três Universidades Federais brasileiras – Universidade Federal do Rio Grande do Sul (Porto Alegre/RS), a Universidade de Brasília (Brasília/DF) e a Universidade Federal do Pará (Altamira/PA) – que realizavam seus respectivos estágios supervisionados curriculares de docência. Reitera-se que os estágios supervisionados, além de serem um dos elementos do objeto de estudo em questão, merece nossa atenção por considerarmos um momento-chave no delineamento de sua(s) possíveis identidade(s). Nosso referencial teórico apresenta pensadores que dialogam com os estudos culturais sob uma perspectiva das teorias críticas e pós-críticas, evocando também pesquisadores dedicados ao ensino de geografia e a educação cidadã. Por sua vez, a pesquisa está assentada em preceitos da pesquisa qualitativa, adotando como instrumentos metodológicos os questionários semi-estruturados, as entrevistas individuais e os grupos focais, empregados em dois momentos distintos: no início do primeiro estágio de docência e próximo ao final do último estágio docente de nossos sujeitos. Os dados são analisados sob o viés das posições identitárias dos estagiários, demonstradas nesse período de formação e experimentação, buscando a reflexão acerca de seus potenciais elementos cidadãos. Por fim, apresentamos nossas contribuições para o diálogo com a categoria “Identidade Profissional Cidadã” e sugerimos algumas posições e atitudes ao professor de geografia, com vistas a pensarmos em possíveis delineamentos de uma identidade profissional docente com uma dimensão cidadã. A investigação reflete que o professor de geografia pode delinear uma dimensão cidadã em sua identidade profissional e o estágio supervisionado é um momento potencializador deste processo.

Este trabalho é um estudo sobre a formação acadêmica e científica do professor de Geografia por meio da análise de seu discurso sobre a sua formação inicial nos cursos de licenciatura e/ou bacharelado, a Geografia enquanto ciência e a concepção de aluno revelada por suas práticas didático-pedagógicas. As elaborações discursivas dos professores são constituídas de enunciações não lineares, ambivalentes e contraditórias que ora se aproximam dos discursos produzidos na esfera acadêmica de produção e circulação do conhecimento, ora se relacionam com os discursos recorrentes na esfera cotidiana, em um movimento que alimenta uma elaboração discursiva fragmentada, confusa e vazia de conhecimento e reflexão sobre a ciência geográfica e sobre a prática, conforme verificamos na maioria das falas e depoimentos dos professores participantes de nossa pesquisa. Tudo indica que o professor está sendo formado para ser um indivíduo subalternizado, que satisfaz a ideologia tecnicista e neoliberal presentes nas bases de estrutura de sua formação, além da ideologia que circula na esfera de produção, organização e circulação do conhecimento acadêmico das prescrições de técnicas que respondem, ou não, o como ensinar. Os professores participantes da pesquisa pertencem à rede pública de ensino do Estado e do Município de São Paulo e suas falas foram capturadas pela gravação audiovisual do curso de extensão oferecido pelo Programa de Extensão do Departamento de Geografia, FFLCH/USP. O trabalho se fundamentou na Filosofia da Linguagem do Círculo de Bakhtin, pois, consideramos o professor de Geografia um sujeito discursivo no movimento de pesquisa dialógica, sendo sua voz imprescindível em todo o processo do desenvolvimento desse trabalho. Além disso, buscamos nas interfaces entre diferentes sistemas teóricos, as referências que fundamentaram a análise, a reflexão e a discussão sobre que sujeitos são esses professores de Geografia. / This research is a study of the academic and scientific formation of the teacher of geography through the analysis of his speech on his initial formation at graduate and / or bachelor\'s degree in Geography as a science and the conception of student revealed by their practice-teaching pedagogical. The discursive elaborations of teachers consist of utterances nonlinear, ambivalent and contradictory that, sometimes, approach the discourses produced in the academic sphere of production and circulation of knowledge, sometimes relate to the recurring discourses in everyday sphere, in a move that feeds an elaboration discursive fragmented, confusing and \"empty\" of knowledge and reflection on the geographical science and the practice, as we found in most of the speeches and statements of the teachers participating in our inquiry. Everything indicates that the teacher is being trained to be a subdued individual who corroborates the technical and neoliberal ideology present in the base structure of your training, beyond ideology circulating in the sphere of production, organization and circulation of academic knowledge of the requirements of technical responding, or not, \"how to teach\". Research participants teachers belong to the public schools in the County of São Paulo in the state which has the same name and his lines were captured by the audio-visual recording of the extension course offered by the Outreach Program of the Department of Geography, FFLCH / USP. The work was based on the philosophy of language of the Bakhtin Circle, therefore we consider the geography teacher a discursive subject in the movement dialogical research, and their voices are essential in the whole process of the development of this work. In addition, we seek the interfaces between different theoretical systems, references that substantiate the analysis, reflection and discussion about what subjects may be these teachers of Geography.

Neste estudo, propõe-se compreender como a organização do currículo concorre para a construção do conhecimento no âmbito da formação inicial de professores de Geografia, tendo como referência empírica a Licenciatura em Geografia da Universidade Federal do Piauí (UFPI). Diante disso, entre as várias possibilidades de análise desse objeto de estudo, opta-se por focar três aspectos inerentes à organização do currículo da Licenciatura em Geografia da UFPI: o campo de produção, a história e a lógica de estrutura e funcionamento do referido currículo. Assim, objetiva-se: 1) caracterizar o campo de produção do currículo da Licenciatura em Geografia da UFPI, identificando os conhecimentos que são selecionados como referência para sua organização, bem como as relações, tensões e convergências que se estabelecem nesse movimento; 2) examinar a história do currículo da Licenciatura em Geografia da UFPI, descrevendo suas trajetórias, contextos e processos de (re) formulação; e 3) investigar a lógica de estrutura e funcionamento do currículo da Licenciatura em Geografia da UFPI, evidenciando os modos de pensar e fazer dos professores formadores acerca da organização do currículo. Para tanto, são analisadas fontes documentais (leis, decretos, pareceres, resoluções...), produzidas no esfera do Ministério da Educação (MEC) e do Conselho Nacional de Educação (CNE), como as diretrizes nacionais para formação inicial de professores da educação básica (Parecer CNE nº 9/2001 e Resolução CNE nº 1/2002) e as diretrizes para os cursos de graduação em Geografia (Parecer CNE nº 492/2001 e Resolução CNE nº 14/2002), e na esfera da Licenciatura em Geografia/UFPI, como propostas de reformulação do currículo, projetos pedagógicos de curso e programas de disciplinas; além de fontes orais, geradas por meio de entrevistas com professores do curso em questão, à propósito de seus modos de pensar e fazer relativos à organização do currículo. Parte-se da hipótese de que há um campo de produção da formação docente, no qual ocorre a organização do currículo da Licenciatura em Geografia da UFPI, regido por regras (ou leis) próprias, mas que, por homologia, pode ser explicado mediante as propriedades ou leis invariantes dos campos, conforme proposição de Pierre Bourdieu dentro de sua teoria geral dos campos. Os resultados evidenciam que o campo da formação docente em Geografia se constitui na confluência de, pelo menos, três outros espaços ou microcosmos sociais específicos (o educacional, o científico da ciência geográfica e o universitário), de modo que a organização do currículo da Licenciatura em Geografia tem como referências uma variedade de conhecimentos e/ou geografias, entre as quais se incluem a Geografia Acadêmica/ Universitária e suas especialidades (Geografia Física, Geografia Humana, Ensino de Geografia), Geografia Escolar, conhecimentos das ciências da educação e saberes docentes (como os saberes da prática e da experiência). Em face das condições de produção desse campo, há, no mínimo, indícios de que a estrutura e funcionamento do currículo da Licenciatura em Geografia da UFPI se fundamenta na dualidade/setorização da Geografia Acadêmica/Universitária, o que repercute nas experiências de formação e, consequentemente, na construção do conhecimento dos futuros professores de Geografia. / This research aims to understand how the curriculum organization contributes to the construction of knowledge in the qualification of Geography teachers, using as empirical reference the teacher training Degree in Geography from Federal University of Piauí (UFPI). Specifically, the objective of this study is to: 1) characterize the background of teacher preparation programs in Brazil, seeking references from the Bachelor\'s curriculum organization in Geography; 2) examine the organization of the degree curriculum in Geography at UFPI, describing its trajectories, contexts and processes; and 3) analyze the logical curriculum structure of the Bachelor Degree in Geography at UFPI, highlighting the established relationships, tensions and convergences in this specific field and how it contributes to the construction of knowledge for future teachers of Geography. To achieve it, documentary sources are analyzed (laws, decrees, opinions, resolutions ...), produced under the Ministry of Education (MEC) and the National Education Council (CNE), as the national guidelines for initial teacher training on basic education (Resolutions CNE No. 9/2001 and No. 1/2002 CNE) and the guidelines for undergraduate courses in Geography (Resolutions CNE No. 492/2001 and No. 14/2002 CNE), and other elements within the Bachelor Degree in Geography at UFPI, as some curriculum reorganization demands, educational course projects and course programs; besides oral sources, generated by interviews with teachers of the course in bold, about the purpose of their conceptions and practices relating to the curriculum organization. It starts with the hypothesis that there is a production field focused on teacher training, where the organization\'s Degree curriculum in Geography UFPI happens, governed by its own rules (or laws), but can be explained by \"homology\" as the system of invariant field laws, as Pierre Bourdieu proposition according to his \"general theory of fields\". The results show that the field of teacher qualification in geography is constituted in the confluence of at least three other spaces or specific social microcosms (the educational, the scientific - of geographical science - and the academic), so that the curriculum organization in Geography brings about references a variety of skills and geographies, among which is included the Academic Geography and its specialtizations (Physical Geography, Human Geography, Geography for Education), School Geography, knowledges of the sciences of education and teachers\' understadings (the knowledge of the experience, for example). Given the production conditions of this field, there is at least reasonable evidence that the structure and working of the curriculum in Geography at UFPI is based on the duality/sectorization of Academic/University Geography, which resonates strongly in the educational training experiences and, consequently, in the construction of knowledge by future teachers of Geography.

With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.