Habitus docente e representação social do ensinar Geografia na Educação Básica de Teresina - Piauí

The literature about the Geography teaching has shown that most male and female teachers of this subject go on guiding their teaching practice based on the traditional Geography fundamentals, whose main characteristic consist in the description of places. The incorporation of scientific standards that change the old principles and concepts have not been happening, unless in a punctual way. The overcoming of the traditional Geography, related to the aspects accepted by the scientific field have not happened in Brazil yet, not only because of certain obvious obstacles, as the literature has been pointed out but also by symbolic obstacles, which block the incorporation of the new, of the non habitual action. One of those obstacles that motivated the accomplishment of this study was the social representations that are theoretically studied here under the perspective developed by Serge Moscovici. Then, the focus of this doctorate study is concentrated in the apprehension of the content and structure of the social representation of teaching of Geography and its relation with the habitus that gives form and social visibility to the ones who are teachers of that subject in Teresina. The consecution of this work was especially based on the Pierre Bourdieu´s praxiology, mainly on the concepts of social field, habitus and capital, as well as the theory of social representations, specifically on the approach of central nucleus developed by Jean-Claude Abric and Jean-Claude Flament. The initial hypothesis pointed out the existence of a Geographer´s primary habitus built through the development process of the geographic science field in Brazil, as a basis of production of a social representation of teaching geography . That representation, however, would act as a symbolic obstacle to the incorporation of the new scientific contents and pedagogical practice, which require from the teacher investigative and questionable attitude in the presence of the reality and contents approached in the classroom. That initial hypothesis laid on the theoretical purpose that it has been developed by Domingos Sobrinho (1997), which states that there is a narrow relationship between the habitus and social representation. The study was developed with male and female teachers of Geography from public schools of Teresina. The methodology involved the use of a questionnaire, the free-word association technique and deep interviews. The achieved results showed the presence of a complex process of representational construction and its articulation with a habitus produced by the synthesis of several situational and cultural referents, from among of them we can point out an insertion in a social field of practice exclusively related to the teaching and the reproduction of a professoral teaching (SILVA, 2003), built through the school development process, which those male and female teachers were exposed. The initial hypothesis that considered the local reproduction of a primary habitus of the Geography was denied, therefore, it was verified that there is not in Teresina the production/reproduction of the structures, rules and practice of the national scientific field, in which this subject is inserted. Hence, the incorporation of the new patterns of the geographic scientific knowledge is difficult because of the inexistence of a scientific habitus, that is, mental schema systems that would let the teachers mentioned above connect themselves appropriately to the science and its practices. So, it has gotten a social representation of teaching geography based on contents strictly related to the reproduction of structures, mental schema from the educational field which attach themselves to the hegemonic pedagogical practices in the national scope

As representações sociais da Geografia escolar: um olhar sobre a prática didático-pedagógica

To present research had for study object to understand the social representations of the school geography for the students of the Municipal Schools Lions Prata and Dr. Francisco Brasileiro, located in the neighborhood of Catolé, and in Santa Terezinha District, respectively, in the municipal district of Campina Grande/PB. The objective of that study consisted of identifying, to understand and to analyze those apprehensions in the form as they are communicated and executed at the school and in the society. That search is due to the fact that the constant reproduction of the same ones in the current world context in that we are inserted doesn't to the understanding of the being's complexity and of the knowledge in the educational and social extent. Like this, we considered urgent their dialogues in practice didactic-pedagogic of the geography for ressignificar the geographical knowledge produced in the city. Authors as Moscovici; Jodelet; Bourdieu; Tuan; Foucault; Castoriadis; Morin among others contributed in the reflexive mediation of the imaginary symbolic emitted by the interior speeches of the 281 (two hundred and eighty and a) researched students. Those corresponded to 64,0% (sixty four) integral of the enrolled ones in the two schools of the municipal public system of teaching (INEP, 2005). A qualitative-quantitative survey was used and its answers were categorized by using the statistical description of the Statistical Package for the Social Sciences SPSS Program. The freeassociation of words technique was also used in order to verify some information. The results revealed that the social representations of geography are still grounded in fragmented, content-based, positivistic and functional conceptions of man, society and the world. Manifestation of a traditional and organicistic teaching, this unveiling excludes the historical capacity of the students creative construction of knowledge, as well as a competent and demanding educational mediation

As cidades, os rios e as escolas: um estudo das práticas de educação ambiental nas cidades de Natal e Mossoró-RN

Universidade Estadual do Rio Grande do Norte

Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE

The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect life

Alimento como metáfora, metáfora como alimento : a arte de nutrir uma educação complexa

Cette narrative fait le parcours d une recherche et de ses reflexions ici annoncé comme une odissée gastronomique et une géografie gourmante , dont les elements interpretatifs rendent possible concevoir qu une lecture de la métaphore et de la stéthique alimentaire puissent contribuer pour penser une éducation sensible, complexe, une education guidée par une experimentation esthétique de la condition humaine, qui provoque les sens, qui permettent évoquer et récuperer les connaissances et les savoirs pertinents, et qui confirme l indissociabilité du sujet dans ses plusieurs poles : nature et culture, émotion et raison. Comme contribution epistémologique, la dissertation, cherche étendre la compréhension d études qui abordent le Corp, l Aliment, la Métaphore, l Esthétique et l Éducation, en déclanchant des relations entre les espaces académicien et cotidien, en expérimentant d autres formes de sentir, penser et d être dans le monde. Poussée par une raison gourmande, et comme dans un rituel de préparation d aliment, j opte par les rélations transversales des savoirs ; je construis un dialogue entre les auteurs de domaine de connaissances multiples, comme la Filosophie, l Antropologie, l Étologie et l Éducation, en travaillant une reconstruction de concepts. Pour la tâche de cette odissée gastronomique, je découvre l approche entre un programme, comme méthode, et un livre de recettes culinaires hermétiques. J ai choisi de construir des estratégies métodologiques qui indiquent les chemins sur les quelles l imagination, la créativité et la réinvention, non seulement puissent mais doivent servir comme des épiceries qui emprègne d odeurs, de saveurs et de couleurs la connaissance, sans laisser de côté la rigueur, principe inégociable dans une science ouverte. J ai choisi, pour m accompagner dans cet étude, des sages, des scientistes et des poètes, entre eux je fais remarquer Michel Onfray, Boris Cyrulnik, Merleau-Ponty, Edgar Morin e Conceição Almeida. Avec eux, j ai déssiné des cartes, goûté des géographies, des terres, des ciels. J ai fréquenter des histoires et des personnages concrets et imaginaires; j ai convoqué des souvenirs acumulés pendant l enfance, avec ses trames, ses textures, ses saveurs, ses parfuns, ses couleurs, ses images, ses gestes, ses mots et ses silences, où le corp devient un médiateur d accès à la connaissance. Comme artifice complémentaire pour suivre la route, je parie sur le rapport fondamental entre le corp, l aliment, la métaphore, l esthétique et l Éducation, je m utilise du Cinéma, en cherchant d apprendre dans cet art, une éxistentialité humaine par le rapport entre la vie, l aliment et les personnages. Finalement, je reaffirme l importance de nourir des affections par une formation et une manière de penser capables de conecté des connaissances d univers dinstingués, et qui contribuent pour une conscience de la condition humaine et l apprentissage d une éducation de la vie et pour la vie

Educação matemática, ciência e tradição: tudo no mesmo barco

Les connaissances de la tradition et position de la Science dehors pour un non-hiérarchique dialoguez qui frappe pour les distinguer mais ils sont undésavouer inséparable étant donné les compléments ils composent. Cet essai assume la possibilité de ce roi de dialogue dans un place spéciale: la classe. Sur ce qui vient au connaissance de la tradition, le centre remarquable est pour la construction de bateaux du travail manuel, una pratique culturellement déployé dans la ville d'Abaetetuba, dans le État de Pará, Brésil. En revanche, la Science est concentrée par le le contenu d'école a adopté dans l'Ensino Fundamental (École primaire). La construction du dialogue est faite en utilisant des activités de l'enseignement qui accentuez des aspects géométriques (solide, géométrique, angles et symétries) aussi bien que par information qui implique le tableau, poésie, histoire, géographie et physique - les deux inspiré dans le chiffre de bateau résumé dans un CD-ROM interactif. Les activités ont eu lieu dans D'Escola Ensino Pedro Teixeira Fondamental (Abaetetuba-Pa), avec étudiants du 6e niveau (plus spécifiquement avec un groupe de 13 étudiants) d'août à octobre2004. Ethnomathématiques et transdisciplinarité sont le support théorique sous-jacent du projet. Dans résumé, c'est possible pour dire que l'interaction entre Science et Tradition, à travers activités au-delà lesquelles vont le le contenu a restreint à mathématiques d'école, contribuées à,: identifiez le contenu a appris pas sur dans série antérieure; renouveler le rôle joué par école dans ses fonctions didactique pédagogiques; réduire le isolement entre information passée historique et les étudiants présent culturel; indiquer des obstacles à l'érudition des mathématiques intéresser aux aspects cognitifs et behavioristes; et provoquer un participation affective qui rôle principal à la qualité d'apprendre l'école contenu aussi bien que les connaissances de la tradition

Narrativas de formação de professoras dos anos iniciais do ensino fundamental: Concepções e construções de necessidades formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system.

A concepção de paisagem de professores de geografia em escolas do município de Parnamirim (RN)

This work is an exploratory study based on the principles of qualitative research aiming at the conception of landscape by Geography teachers in the city of Parnamirim (RN), as well as the pedagogical implications originated from such conceptions on the formation of students. In order to start our investigative process, we used, as theoretical and methodological reference, some principles of historical and dialectical materialism by Triviños (2007) and historical cultural approach of education by Freire (1987; 1996) e Vygotsky (1993; 2001; 2007), as well as the meaning of conception by Morin (1996) and Ferreira (2007) and the critical approach of geography by Moraes (2005), Santos (1988; 2004; 2006) and Silva (1989; 2010). Also, we used oral history as a research technique such as Moraes (2004), Bertaux (2010), Ferraroti (2010) and Nóvoa (2010) and semi-structured interviews as data collection tools. Our empirical reference is made of four teachers working in four different public schools in the city mentioned above, providing the needed data to start our research. The objective of such interviews is not the verification of the teachers‟ practice in class or outside them, but it highlights the transitoriness of the evidences mentioned in the research. Thus, we conclude that the conception of landscape mostly accepted by the teachers, once it is a process built along their lives and surrounded by their pedagogical practice, prioritizes the visual and morphological aspects and the sentimental livings related to the conception which is situated in a descriptive level of conception. Effectively, the pedagogical implications of these conceptions at school point to a materialization of geography teaching centered on the non-critical reproduction of school subjects which very little instigate the learners to process, via dialogicity, the re-significations of their essential and multiple attributes despite the several attempts and possibilities of some theoretical and methodological renovations on the application of geographical knowledge about landscape, expressed on the report of the interviewees

A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN

This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work

Análise do processo de internalização de propostas de educação ambiental em escolas de Ensino Médio no município de Acaraú-CE

To insert environmental education in the school is a very hard task, although the question has been largely discussed since some years ago. The main object of this research is limited to the way the contents of Environmental Education are inserted in school programs, as well as to assert that, as a law, it must be put in practice not only because it is obligatory, but because it is important to school programs, especially to Acaraú´s primary and secondary schools, having in view the importance of the natural resources in which schools are inserted and the development of ways to solve problems related to the quality of life of the dwellers of these places. It is important the study of the law 9795/99 on Environmental Education, passed on July 25th, 2005, by means of the decree no. 4.281, established in the Municipal Organic Law and other documents ruling the Environmental Education. Our purpose is to give orientation on Environmental Education to the above-mentioned schools aiming at the permanent formation about that subject, in order to constitute, in the future, a real net between school and community and to spread out concepts about sustainability. This way, poverty conditions should be faced as environmental problems, bringing about the relationship between natural resources and poverty. The making of shrimp beds, predatory fishing, swamp degradation and irregular occupation constitute elements to this research. The theoretic terms are based upon principles of Environmental Education, area sustainability and inter-disciplinarily and trans-disciplinarily in Environmental Sciences, which have been applied under the form of capacities and the presentation of documents, projects, maps, discussions and reflections about the mass social movements as a positive consequence of the implementation of this project

A geografia no currículo do ensino médio e no vestibular da UFRN: 2001-2007

This work examines the results of the selecting process to enter Universidade Federal do Rio Grande do Norte called Vestibular, in 2001, 2003, 2005 and 2007, in relation to the necessary knowledge presented by the candidates in the Geography area. It observes the contents in the discursive exams and its corresponding results discussing them from the official curriculum of the Secondary School, as it is stated in the official documents of Ministério da Educação(MEC): Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), Orientações Curriculares Nacionais para o Ensino Médio (OCNEM) e Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+ do Ensino Médio). We aim to highlight what are the contents and background of the Geography curriculum according to the orientations of the official curriculum; discuss in what measure these contents are present in the questions and in the correct answers of the candidates as well as reflect upon what possibly is suggested by those results concerning the knowledge presented in the answers. In this investigation process, the history of the teaching in Brazil is taken up together with the statistical data about the Fundamental School and about Higher Education in the last years. Both map the scenario in which this research takes place as well as make knowledgeable some variables such as: cultural, economical, political and social structures. The discussion takes place between the curriculum and the teaching, Geography teaching and Secondary School in Brazil articulating these variables with the question of accessibility to Higher Education through the Vestibular . Despite the limitations of this research in terms of methodology and deepening of analysis, the results led us to important observations which can contribute to the understanding of that the students´ performance in the Geography examination has several outspreads. These must be thought with scientific exactness in order to avoid any rushed and careless explanations leading to conclusions that may have serious consequences for the teaching systems and the students

Uma análise do ensino de Geografia utilizando as representações cartográficas no 2º ciclo nas escolas públicas de Natal - RN

Análisis de Ensino de la geografía usando las representaciones cartográficas en el ciclo 2º en las escuelas públicas de Navidad - RN, en la vista de la relación teo'rico-pra'ctica dividida en dos, en cuanto a la aplicabilidad verdadera de estos recursos en la educación de la geografía. Este análisis entiende una revisión bibliográfica, a la luz de teorías y de conceptos en el proceso de la educación y de aprender de la geografía y el uso de los recursos de los geocartográficos el largo de historia. El objetivo para caracterizar pertenecer al espacio de la escuela, a la escuela en la comunidad, a la educación de la geografía y al uso de los recursos cartográficos, la importancia de los recursos didácticos como ayudas de los metodológicos en la educación de la geografía, la dirección de señalar soluciones para mejorar las lecciones en Ensino básico, y comtemplaba preguntas primordiales relativas a los profesores prácticos; para la comprensión, mientras que profesional de la educación, la lucha para la valuación de la enseñanza y la educación pública; para la importancia social de la mejora de la formación de profesores de la educación básica, en el ejercicio completo de las actividades de enseñanza, y para el acceso a las fuentes y a los espacios de la investigación donde ejercemos la función del profesor del formador en el Instituto de Educación Superior Presidente Kennedy IFESP

Concepções sobre os livros didáticos de geografia: narrativas autobiográficas de professores do ensino fundamental

O livro didático é um complexo objeto cultural, haja vista ser ao mesmo tempo elemento de intermediação nos processos de ensino e aprendizagem, produto comercializado que contém o conhecimento para a formação do aluno e objeto de compra, pelo Governo Federal, para ser distribuído para escolas em todo o Brasil. Configura-se, assim, como um produto cultural composto, híbrido, que se encontra no “cruzamento da cultura, da pedagogia, da produção editorial e da sociedade”. (STRAY,1993, p.77-78). Outrossim, o livro didático, tradicionalmente, é “um dos lugares formais do conhecimento escolar, pelo menos daquele saber julgado necessário à formação da sociedade e dos seus indivíduos” (MEDEIROS, 2006, p.34) e a materialização do seu uso pelo professor encontra-se interconectada pelas representações e conceitos construídos nas múltiplas transições na história de vida docente, tendo em vista que a práxis humana constrói-se numa perspectiva retroativa (do presente para o passado), numa hermenêutica social dos atos individuais. É nesse contexto que se situou a pesquisa, entendida como uma possibilidade de contribuição significativa ao debate da educação geográfica, ao propor a compreensão das concepções construídas nas múltiplas transições na narrativa de vida do docente com o livro didático de Geografia. A pesquisa se definiu como um estudo qualitativo, ancorado nas entrevistas narrativas, o qual abrangeu um levantamento de dados sobre as Histórias de vida de professores/professoras dos anos iniciais do Ensino Fundamental de uma escola da rede pública, no intuito de recorrermos às suas memórias escolares, acadêmica (formação inicial) e profissional para situarmos no espaço-tempo as suas concepções sobre o livro didático de Geografia. O livro didático de Geografia foi a área de interesse escolhida, sendo problematizada a partir do seguinte questionamento: quais as concepções atribuídas pelos professores do Ensino Fundamental aos livros didáticos de Geografia? As ideias dos professores expressas nas entrevistas narrativas da nossa pesquisa confirmam a conjuntura de indefinição e superficialidade teóricometodológica sobre o livro didático de Geografia, cujas concepções ficaram restritas aos seus aspectos descritivos, evidenciando a ausência de atribuições de significados pertinentes a uma reelaboração teórica do narrar produzido, como também, de questionamentos dos princípios organizadores das concepções sistematizadas. Desse modo, as ideias apontadas pelos professores em foco, restringiram-se à enumeração dos aspectos característicos do fenômeno em questão – o livro didático de Geografia – na sua superficialidade, isto é, não expressaram elementos que possibilitassem ver as concepções numa perspectiva macro, destacando-se mais as explicações das partes e das percepções isoladas, do que níveis mais abrangentes de generalidade do referido objeto de estudo. Enfatizamos, por fim, a necessária continuidade da pesquisa, e consequentemente, desse processo permanente de reflexão sobre as concepções do livro didático de Geografia, sendo mister explicitar, portanto, a razão histórica que as norteiam para que se possa buscar uma prática docente mais crítica e propositiva.