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A geografia escolar na prática docente : a utopia e os obstáculos epistemológicos da geografia críticaKaercher, Nestor André January 2004 (has links)
Cette thèse met en lumière deux points d'intérêt: l'Enseignement de la Géographie(EG) dans le cadre de l'Enseignement Fondamental et Moyen (EFM), et de même la formation d'enseignants de Géographie. Il s'agit ,dans cette thèse, d'apprendre comment le renouveau concernant la géographie, celle-ci nommée génériquement Géographie Critique (GC), a abouti au EFM. Les objectifs principaux de cette thèse ont été de rechercher comment le bouillonement et le renouveau de la Géographie, après 1978, sont-ils arrivés dans l'EG de l'EFM, et aussi quel est l'ap-port du mouvement GC dans le renouveau de l'EG et encore quelles sont les conceptions d’Education et de Géographie que les licenciés construisent pour et avec leurs apprenants au EFM. Pour atteindre ces objectifs, nous avons observé dix licenciés en Géographie, au cours des années 2002 et 2003, qui enseignaient dans l'EFM, des effectifs de treize écoles différentes, en trois journées distinctes de travail : matin, après-midi et soir. Nous avons complété 154 observations sur place, en totalisant 212 heures/classe. Nous avons constaté la grande difficulté dans la rénovation des pratiques pédagogiques, ainsi que dans la construction d'un bon support théorique qui puisse promouvoir un enseignement de la Géographie plus actuel, dynamique, pluriel, instigant, refléxif et radicalement démocratique. Ce travail n'a pas eu la pretention d'être prescriptible de « bien enseigner la Géographie », mais il a proposé servir de pretexte pour que la communauté de professeurs discutent et se posent des questions sur leurs référenciels de la Science, de l'Education et de la Géographie, pour fomenter la recherche d'un enseignement qui contribue au renforcement de l'autonomie intelectuelle de l'apprenant et aussi à la construction de la notion de citoyenneté qui établit la priorité de la lutte collective pour la démocracie, pour la liberté et pour la justice sociale à travers l'appropriation et la réflexion sur l'espace géographique et ses catégories d'analyse. Enfin, une Géographie qui pense á l'ontologie de l'être humain à partir de l'espace vécu. / Esta tese apresenta dois focos principais de interesse: o ensino de Geografia no Ensino Fundamental e Médio (EFM) e a formação de professores de Geografia. Nos interessamos, particularmente, em saber como o movimento de renovação da Geografia, genericamente denominado Geografia Crítica (GC), chegou ao EFM. Os objetivos principais desta tese foram averiguar como a efervescência e renovação da Geografia Acadêmica pós-1978 chegaram ao ensino de Geografia do EFM, qual a contribuição do movimento denominado GC na renovação do ensino desta disciplina e quais as concepções de Educação e de Geografia que os licenciados estão construindo com e para seus alunos do EFM. Para alcançar estes objetivos observamos dez licenciados em Geografia, nos anos de 2002 e 2003, que lecionavam no EFM, em treze escolas distintas nos turnos da manhã, tarde e da noite, na cidade de Porto Alegre, estado do Rio Grande do Sul, perfazendo um total de 154 (cento e cinqüenta e quatro) observações que totalizaram 212 (duzentas e doze) horas/aula. Constatamos a dificuldade de se renovar as práticas pedagógicas, bem como de se construir um bom embasamento teórico que promova um ensino de Geografia atual, dinâmico, plural, instigante, reflexivo e radicalmente democrático. Este trabalho não teve a pretensão de ser prescritivo do "bem ensinar Geografia", mas desejou servir de pretexto para que a comunidade de professores discuta e questione os seus referenciais de ciência, de Educação e de Geografia. para fomentar a busca de um ensino que auxilie o fortalecimento da autonomia intelectual do educando e a construção de uma noção de cidadania que priorize a luta coletiva pela democracia, pela liberdade e pela justiça social através da apropriação e da reflexão sobre o espaço geográfico e suas categorias de análise. Enfim, uma Geografia que pense a ontologia do ser humano a partir do espaço vivido. / This thesis has two main focuses: Geography teaching at primary and secondary schools and training of Geography teachers. Particularly, we are interested in how the movement of renewal of Geography - generally called Critical Geography - has arrived to primary and secondary teaching. The main targets of the thesis were to verify how the effervescence and renewal of post-1978 Academic Geography arrived to geography teaching at primary and secondary schools; the contribution of the so-called critical Geography movement to the renewal of that teaching; and the Education and Geography conceptions that geography teaching graduates are building with and for their students at the primary and secondary teaching. In order to reach those goals, we have observed ten such Geography graduates in 2002 and 2003. They taught at 13 distinct primary and secondary schools at morning, afternoon and evening classes in the city of Porto Alegre, in the southern Brazilian State of Rio Grande do Sul, totaling 154 observation sessions and 212 class-hours. We identified the difficulty to renew pedagogical practices as well as to build a good theoretical basis able to promote Geography teaching that is updated, dynamic, plural, encouraging, reflexive, and radically democratic. This work did not intend to prescribe "good Geography teaching". It rather wanted to serve as a pretext for the teacher community to discuss and question its references about science, Education, and Geography, in order to foster the search for teaching that helps to strengthen the intellectual autonomy of the student and the construction of a notion of citizenship that focuses on collective struggle for democracy, freedom and social justice through appropriation and reflection over the geographic space and its analytical categories. That is, geography that thinks human being's ontology based on the lived space.
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[pt] PAISAGEM DE LICENCIATURA E EPISTEMOLOGIA DA PRÁTICA PROFISSIONAL DOCENTE NA FORMAÇÃO DE PROFESSORES EM GEOGRAFIA NA UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO / [en] TEACHING LANDSCAPES AND EPISTEMOLOGY OF PROFESSIONAL TEACHING PRACTICE IN GEOGRAPHY TEACHER TRAINING AT THE STATE UNIVERSITY OF RIO DE JANEIROVINICIUS SILVA DE MORAES 20 May 2024 (has links)
[pt] Partindo da hipótese teórica de que a construção de identidades docentes se
dá essencialmente na mediação das dimensões que cercam os saberes e o fazer
docente, e no intuito de compreender melhor algumas das miudezas do processo de
formação de professores, a pesquisa de doutoramento, que resulta no presente texto,
teve como objetivo investigar como são interiorizados os significados e os sentidos
que constituem a produção de identidades docentes na particularidade do curso de
Geografia da Universidade do Estado do Rio de Janeiro, campus Maracanã. Nos
cotidianos de formação de professores, tem-se a faceta criativa de identidades
docentes diversas, que envolvem a apreensão de valores, significados e visões de
mundo. Para melhor compreender essas particularidades, realizou-se um resgate de
dois conceitos que serviram de base para a pesquisa: paisagens de licenciatura e
epistemologia da prática profissional dos professores. Em aproximação com o
método cotidianista, a pesquisa possibilitou experimentar o ambiente de formação
de professores também como um laboratório de pesquisa e, a partir de conversas
informais e entrevistas semiestruturadas com parte do corpo discente, conclui-se
que, ao longo da formação para o magistério, os sentidos e significados da docência
são desenvolvidos na construção do habitus, da práxis e do ethos docente em
espaçostempos onde são negociadas dimensões que cercam a produção de
identidades docentes. Esses espaçostempos são entendidos como paisagens de
licenciatura, uma vez que mediam sentidos da cultura e da identidade docente
durante a graduação em Geografia, momento de produção e absorção dos saberes e
do fazer docente, na perspectiva da epistemologia da prática profissional dos
professores. A cultura docente é composta por valores e crenças compartilhadas,
mas que são assimiladas individualmente, e desempenham um papel fundamental
na maneira como os professores se percebem. Como foi verificado na investigação
com alguns discentes, é uma dimensão da profissionalidade docente
fundamentalmente produzida na formação inicial. Os currículos das modalidades
Licenciatura e Bacharelado, o Estágio Supervisionado obrigatório, o Programa
Institucional de Bolsa de Iniciação à Docência e o Programa Residência Pedagógica
foram as paisagens de licenciatura investigadas durante a pesquisa e percebidas
pelos discentes como espaçostempos de construção de suas identidades. Nesses
espaçostempos, a apreensão do habitus docente sugere a assimilação de atitudes e
posturas que constituem o fazer docente. A práxis docente é incorporada na tomada
de consciência sobre a importância da relação entre teoria e prática, entre os saberes
docentes e o fazer docente. Já o ethos docente é desenvolvido na formação inicial,
por meio da construção de personalidade comportamental, moral e afetiva. / [en] Starting from the theoretical hypothesis that the construction of teaching
identities takes place essentially in the mediation of the dimensions that surround
knowledge and teaching practice, and with the aim of better understanding some of
the intricacies of the teacher training process, doctoral research, which results In
this text, the objective was to investigate the means by which meanings and
meanings that constitute the production of teaching identities are internalized in the
particularity of the Geography course at the State University of Rio de Janeiro,
Maracanã campus. In the daily routine of teacher training there is the creative facet
of different teaching identities, which involves the apprehension of values,
meanings and worldviews. To better understand this particularity, two concepts
were recovered that served as the basis for the research: teaching landscapes and
the epistemology of teachers professional practice. In approximation with the
everyday method, the research made it possible to experience the teacher training
environment also as a research laboratory, and based on informal conversations and
semi-structured interviews with part of the student body, it is concluded that,
throughout the training for the teaching, the senses and meanings of teaching are
developed in the construction of habitus, praxis and teaching ethos in spaces-times
where dimensions surrounding the production of teaching identities are negotiated.
These spaces-times are understood as undergraduate landscapes, since they mediate
meanings of culture and teaching identity during the Geography degree, a moment
of production and absorption of knowledge and teaching practice, from the
perspective of the epistemology of teachers professional practice. Teaching culture
is made up of shared values and beliefs, which are assimilated individually, and
play a fundamental role in the way teachers perceive themselves. As verified in the
investigation with part of the student body, it is a dimension of teaching
professionalism fundamentally produced in initial training. The curricula of the
Degree and Bachelor s degrees, the mandatory Supervised Internship, the
Institutional Teaching Initiation Scholarship Program and the Pedagogical
Residency Program were the degree landscapes investigated during the research
and perceived by the students as spaces-time for the construction of teaching
identities. In these spaces-times, the apprehension of the teaching habitus suggests
the assimilation of attitudes and postures that constitute teaching. Teaching praxis
is assimilated in the awareness of the importance of the relationship between theory
and practice, between teaching knowledge and teaching practice. The teaching
ethos is developed in initial training through the construction of a behavioral, moral
and affective personality.
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Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die AardwetenskappeDe Beer (nee Jordaan), Maria C. 12 1900 (has links)
Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008. / The numerous changes to the South African education system since January 1998
have had far reaching effects on schools and the training of educators (Government
Gazette, 31 May 2002:13). Changes in subject content have occurred in various
subjects, and the General Science (now Natural Science) syllabus is no exception.
The General Science syllabus previously catered mainly for Chemistry, Physics and
Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject
matter on Physical Geography (Climatology, Astronomy, and Geomorphology)
(Department of Education, 2002b:6). The problem with this is that educators that
previously taught General Science are not necessarily qualified to present the Physical
Geography component of the new syllabus. This study investigates the impact of the
changes in the new curriculum.
The review of existing literature on curriculum development in Natural Science
education in South Africa emphasises key changes made in the development and
implementation of C2005 and the Revised National Curriculum Statement (RNCS). It
also explores the characteristic features of misconceptions, before considering specific
misconceptions in Natural Sciences.
The first part of the two-tiered empirical investigation is based on the results of
questionnaires and interviews completed by different groups of Natural Sciences
educators. The questionnaires, which drew in part on existing questionnaires used in
similar studies, were based on information used for the literature review.
The second part of the empirical investigation consisted of interviews conducted with
Natural Sciences Departmental Heads at randomly selected schools. An attempt was
made to determine how these senior educators experienced the implementation of
C2005 and RNCS and what their attitude to the new curriculum were. The data
obtained from the questionnaires and the subsequent interviews were categorised,
interpreted and coded for statistical processing.
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