QUANDO A GEOGRAFIA CRÍTICA PODE SER UM PASTEL DE VENTO (wen critical geography can be ineffectual)
Abstract
Este trabalho 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. Buscamos 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.
Palavras chave: Ensino de Geografia , Formação de professores de Geografia, Geografia Crítica, Epistemologia da prática do professor.ABSTRACT
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.
key words: Primary and secondary teaching of Geography, Geography teachers training, Critical Geography, Epistemology of the teacher’s practic.
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