Banca de DEFESA: ELOÍZA LIMA E SOUZA DINIZ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ELOÍZA LIMA E SOUZA DINIZ
DATE: 09/07/2020
TIME: 10:00
LOCAL: Por videoconferência
TITLE:

THE SCHOOL BEYOND THE MUROS: an analysis of Supervised Curricular Internship I in the Geography teacher initial formation 

KEY WORDS:

Supervised Internship, Geographic Surroundings, Geography Teaching

PAGES: 170
BIG AREA: Ciências Humanas
AREA: Geografia
SUBÁREA: Geografia Humana
SUMMARY:

This research aimed to propose a methodological strategy based on the experiences developed in the Supervised Curricular Internship component in Geography I in the Geography Degree Course (UFRN / CERES), centered on the concept of the school's Geographical Environment as a way of combining initial teaching practices and training. Considering the structuring of the Supervised Internship in the Geography degree courses in Brazil, and specifically the methodology used by the professor of the Supervised Curricular Internship in Geography I discipline, of the Geography Degree course (UFRN / CERES) and the observations of the teachers of Geography in training (Interns) we tried to find out how the teachers in training understood the school institution and the Geographical Environment, the subjects and the neighborhood relations in the spatial substratum during their first experiences in Supervised Curricular Internship I. In relation to the methodological procedures, bibliographical survey, document analysis, observation of the theoretical classes of the curricular component in question, observation of the field class and follow-up in the field work on the Geographic Environment in order to apply the proposed methodology with the teachers in training during the execution of the curricular component mentioned . With the research, we realized that the possibilities of teachers in training, considering the previous training, and the walk made until then in the Geography Course, allowed them to exercise spatial analysis. An exercise, because even though they are not critical analyzes, adequately based on theory and a collection of experiences, our methodology allowed the construction of a strangeness and a first look, that of the school in its socio-spatial context, in our view essential for practice teacher. The geographic formative level in which they are found almost always limits spatial analysis to location, and, methodologically, to description. However, we consider it necessary to reflect on the importance of knowledge of educational action for the organization of effective teaching practices within the scope of geography. In this regard, the Supervised Curricular Internship component is one of the starting points for the process of professional construction of education, aligning the knowledge of specific contents, in the case of Geography and the experiences proposed during that moment, which substantially causes maturity pedagogical and intellectual in the initial formation of the Geography teacher.

BANKING MEMBERS:
Presidente - 2085238 - JEANE MEDEIROS SILVA
Interna - 396683 - SANDRA KELLY DE ARAUJO
Externa à Instituição - MARIA REILTA DANTAS CIRINO - UERN