Universidade Estadual Paulista Julio de Mesquita Filho (BRAZIL)
About this paper:
Appears in: ICERI2012 Proceedings
Publication year: 2012
Pages: 1897-1904
ISBN: 978-84-616-0763-1
ISSN: 2340-1095
Conference name: 5th International Conference of Education, Research and Innovation
Dates: 19-21 November, 2012
Location: Madrid, Spain
This work results of doctoral research intitle “The inicial formation of Geography teachers in scholar carthography: a reflective analyses”, developed by the Post-Graduate Program in Geography at UNESP, campus of Rio Claro, Brazil. It is highlighted here the implementation of activities next to the undergraduate students of Geography from a private university in São Paulo, of the nocturnal period, where fourteen students were regularly registered. It was sought to find, among many possibilities, a subject that proves itself important in the study of Geography. Together with this search, it was joined the practice, established since 2006 as a teacher of elementary and secondary education, and the experience in continuous formation of teachers and, especially, the teaching in higher education. In this regard, it can be stated that the research is guided by a problematic focused on understanding of how the latest knowledge produced by scholastic Cartoghaphy unfold themselves in the practice of undergraduate students in Geography. Therefore, we opted to develop the research with students from the last year of the course of Geography, by the fact that this is the researcher’s workplace and because this students are consistently engaged in supervised activities. According to the theoretical referencial consulted and based on the teaching experience in higher education and in the continuous formation of teachers, the appropriateness of this research is justified by the need for discussions about the inclusion of scholastic Cartography in the curriculum of undergraduate courses in Geography, promoting an analysis based on the relationship between initial teaching training and the practice of the higher education teacher. Methodologically, the research can be framed in the qualitative perspective, since it is concerned with the practice together with the theory, beyond the assumption of the teacher as a researcher who is reflective about their own practice. Therefore, this methodological approach guides the work on its steps and allows the inclusion of the theoretical and methodological framework in procedures and analyzes. Aiming to analyze and discuss the inclusion of scholastic Cartography in graduate courses in Geography and how such knowledge can be applied in the classroom for future teachers, it was elaborated a plan of activities to be developed on a practical level, related to teaching methodology of the subject of Teaching Practice III and supervised internship activities. Overall, this plan involves reading texts, directing studies and discussions in the classroom, as well as organizing and implementing classes and short courses in the classroom of 6th grade of elementary school, addressing subjects of Cartography and seeking to apply the principles of the scholastic Cartography. It also aims to elaborate field diaries, which must be made both by the undergraduate students - in the phases of observation and application of lessons – and by the researcher in her activities and discussions in the classroom and also in observation of the application of short courses. Thereby, we believe in the adequacy of the proposed subject, since the scholastic Cartography has been a increasingly object of study in Geography and, linked to teachers training, which is also a theme that has important visibility today, can contribute in some way, from the standpoint of theoretical and practical studies in the area.
Scholastic Carthography, Inicial Formation of Teachers, Research Experience.