The geography teaching and its challenges: the curricular stage for the development of a research teacher
DOI:
https://doi.org/10.33448/rsd-v8i9.1280Keywords:
geography teaching; Curricular stage; professor researcher.Abstract
This article aims to reflect on the teaching of geography in Brazilian public schools of basic education and also on the performance of the trainee in the context of school structure, is precarious, within the theoretical-methodological crisis of geographic science. Has as investigative approach a qualitative and explicative nature and The type of research developed is a bibliographical and documentary research. Geography is a science that has sui generis characteristics, because in the construction of its contents, interdisciplinarity is predominant and not transverse or sporadic. However, in pedagogical practice and teaching in the classroom many teachers tend to fragment knowledge, that is: they approach the subjects in a fragmented way, detached from the other sciences without the necessary reflections for the integral understanding. In the course of an academic internship, the future professor of geography can intervene in the school acting as a researcher through projects, approaching the subjects of geography in an interdisciplinary way. The theoretical-methodological approach of geography teaching should contemplate a conception of a critical geography in tune with constructivism, since it allows the student to feel motivated in the teaching-learning process, promoting a re-signification of the contents, making it a research subject and problematizing in the construction of geographic knowledge.
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