Banca de DEFESA: LEANDRO DA ROCHA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LEANDRO DA ROCHA
DATE: 20/12/2021
TIME: 14:00
LOCAL: link: meet.google.com/wbe-scmz-uon
TITLE:

THE NARRATIVE BETWEEN PLACES, ROADS AND LANDSCAPES: from teacher training to the practice of a geography teacher

KEY WORDS:

Teacher training. Teaching narrative. Geography teaching.

PAGES: 115
BIG AREA: Ciências Humanas
AREA: Geografia
SUBÁREA: Geografia Humana
SPECIALTY: Geografia Urbana
SUMMARY:

Based on the narrative, this teacher-researcher who teaches exclusively with classes in public schools in the area of geography in the final years of elementary school seeks to analyze the crossings that are made in his teacher training. The geographic and professorial elements appear throughout this written construction that intends to reflect on its constitution. Whether from the training memorial that begins based on Prado and Soligo (2007) and dialogues with important authors on the issues that cross this first step of the journey such as Santos (2007, 2010, 2012), Moreira (2013) and Ab ' Saber (2012) and through the stories that emerge from life guide the understanding of this education professional and geographer with their choices. In a second step, one looks at the place where I started teaching and performed a certain practice with my classes. Now is the time to discuss the elements of this school community and the obstacles to its geographical position, such as precariousness and exclusion. The storms of youth and adult education (EJA) emerges as a modality in which I worked and developed Jornal da EJA with students. Snippets of this activity are brought together with the constant conversation with authors to think about teacher education, understand the place, teaching geography. Finally, in a third step, I will hold a debate with an autobiographical report based on the experience of working with the newspaper. For that, I will use questions that appear in the daily life of geography teachers, such as cultural conflicts. The question that this investigation intends to answer is about the formative elements that may appear in the trajectory of this geography teacher. The narrative, therefore, is an essential theoretical-methodological framework in this investigation, going from beginning to end from Clandinin and Connelly (2011) to assist in this search for answers. The main objective is to analyze the formation of this geography teacher by his trajectory. The secondary objectives are: To reconstruct a narrative based on important moments in school life and geographic aspects; Reflect on the formative moments present from childhood to practice in the classroom in geography classes through the newspaper in EJA classes. The narrative, therefore, highlights the difficulties and dilemmas of this (and many others) geography teacher in his education since childhood as a student, going through graduation and in the reality of practice and the dilemmas of this in-service learning. The conclusion is in progress that diversity, cultural shocks, precarious structure and other elements cross this narrative from the time of student to teaching. This investigative text has fundamental potential as a means of reflection and personal / professional perception and a review of attitudes, methods and practices in teaching geography.

BANKING MEMBERS:
Presidente - 1545891 - ANA MARIA MARQUES SANTOS
Interno - 1958337 - CLEZIO DOS SANTOS
Externo à Instituição - GUILHERME DO VAL TOLEDO PRADO - UNICAMP