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Previous issue date: 2016-08-08 / Esta pesquisa, A percepção dos professores do IFPE na contribuição do Ensino da
Geografia: a aula de campo como mediação pedagógica, teve como objetivo analisar a
importância dada pelo professor formador no uso da aula de campo no contexto de formação
de futuros professores e na mediação pedagógica entre a Geografia Acadêmica e a Geografia
Escolar. O estudo parte da percepção de que a aula de campo como procedimento didático
pedagógico é imprescindível para a formação do professor de Geografia, porque a aula em
campo concretiza pedagogicamente as atividades de ensino e faz o reconhecimento das teorias
estudadas em sala de aula no espaço geográfico. O aporte teórico metodológico apoiou-se em
diversos pensadores e estudos que mobilizam as racionalidades e o Ensino de Geografia
(CALLAI, 1998, 2002, 2005, 2011; CARVALHO, 2007; CASTELLAR, 2003, 2005;
CAVALCANTI, 2002, 2008; PONTUSCHKA, 1993, 2004, 2006; PONTUSCHKA;
PAGANELLI; CACETE, 2009; THERRIEN, 1996, 2006a, 2006b). A investigação adotou
uma interpretação qualitativa e abordagem do tipo colaborativa. Para construção dos dados,
utilizamos como procedimentos metodológicos o questionário, a entrevista semiestruturada,
observação e registros, e análise documental. A sistematização da análise de dados
fundamentou-se no método de Bardin (2011), que nos deu oportunidade de listar as categorias
e tematizar os elementos de registro, os quais deram o surgimento às categorias empíricas. O
aporte teórico que orientou a análise foi edificando as categorias e apontou quatro categorias:
Percepção, Aula de Campo, Mediação Pedagógica, Ensino de Geografia. No que diz respeito
à Percepção, a pesquisa expressou, por parte dos entrevistados, que a aula de campo é
imprescindível para integrar teorias ao empírico, e que a importância mediática entre a
Geografia Acadêmica e Geografia Escolar no processo de formação deve ser pensada e
concretizada. A pesquisa revelou que a Aula de Campo promove Aprendizagem pautada na
dialogicidade e autonomia dos sujeitos envolvidos possibilitando o congresso das
racionalidades: instrumental, prática reflexiva, crítico-reflexiva e comunicativa, saberes e o
desenvolvimento de novas posturas do trabalho do professor por meio dessas contribuições de
aula de campo no Ensino de Geografia. / This research, The perception of IFPE teachers in the contribution of Geography Teaching:
the fieldwork as a pedagogical mediation, aimed to analyze the importance given by the
teacher to the use of field lectures in the upbringing of future teachers and to the pedagogical
mediation between Academic Geography and School Geography. The study comes from the
perception that the fieldwork, as a pedagogical teaching procedure, is essential for the
Geography teacher’s professional development, because the lecture in the field implements,
pedagogically, the teaching activities and makes the connection of the theories studied in the
classroom with the geographic space. It gives opportunities for discoveries and fosters
disruptions; subjectivities arises, skills and competences are created, knowledge is activated
and learning relationships are established with reciprocity, affection, deeper knowledge and
greater ability to cope with the uncertainties in the classroom and in the field lecture. Thus, it
promotes autonomy and dialogicity, besides the possibility for the arising of rationality based
on the communication of the subjects. The methodological theoretical framework was based
on several thinkers and on studies which mobilize rationalities and Geography Teaching
(CALLAI, 1998, 2002, 2005, 2011; CARVALHO, 2007; CASTELLAR, 2003, 2005;
CAVALCANTI, 2002, 2008; PONTUSCHKA, 1993, 2004, 2006; PONTUSCHKA;
PAGANELLI; CACETE, 2009; THERRIEN, 1996, 2006a, 2006b). The research adopted a
qualitative interpretation and the collaborative type of approach. For the data construction we
have used as methodological procedures: questionnaires, semi-structured interviews,
observation and records, and document analysis. The systematization of the data analysis was
based on Bardin’s method (2011), which provided an opportunity to list the categories and
thematize the registration elements, which originated empirical categories. The theoretical
framework, that guided the analysis, framed the categories, numbering four ones: Perception,
Field Lecture, Pedagogical Mediation and Geography Teaching. With regard to the
Perception, the research expressed, according to the interviewees, that the field class is
essential to integrate theories to the empiric, and that the mediatic importance between the
Academic Geography and School Geography in the professional development process should
be designed and implemented. The survey revealed that the Fieldwork promotes the learning
based in dialogicity and the autonomy of the subjects involved, allowing the congregation of
the rationalities: instrumental, reflective practice, critical-reflexive and communicative,
knowledge and the development of new attitudes at the teachers' work through these
contributions of field lectures in Geography Teaching. Observations recorded during the
research showed that the teachers participating in the development of their educational
activities are protagonists of an important didactic and pedagogical procedure in the teacher’s
professional development, the Field Lecture in Academic Geography.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufpe.br:123456789/23440 |
| Date | 10 August 2016 |
| Creators | BRAGA, Clezia Aquino de |
| Contributors | http://lattes.cnpq.br/8799647544989939, SANTOS, Francisco Kennedy Silva dos |
| Publisher | Universidade Federal de Pernambuco, Programa de Pos Graduacao em Geografia, UFPE, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFPE, instname:Universidade Federal de Pernambuco, instacron:UFPE |
| Rights | Attribution-NonCommercial-NoDerivs 3.0 Brazil, http://creativecommons.org/licenses/by-nc-nd/3.0/br/, info:eu-repo/semantics/openAccess |
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