Saberes e práticas docentes: a reelaboração teórico-metodológica do conceito de território no ensino fundamental
This research is an intervention in the process of conceptual development in a municipal school at Ceará Mirim-RN, aiming to answer the question: what is the theoretical and methodological contribution to the process of conceptual development, in particular, territory exerts in teaching practices in...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27558 |
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| Resumo: | This research is an intervention in the process of conceptual development in a municipal school at Ceará Mirim-RN, aiming to answer the question: what is the theoretical and methodological contribution to the process of conceptual development, in particular, territory exerts in teaching practices in Geography developed at school? In this sense, it has aimed to investigate along to Elementary School teachers, the theoretical and methodological contribution to the process of developing conceptual of Territory in the teaching practices in Geography and analyze for these professionals through critical and reflective situations that the production process, in reconstruction of the teaching practices of that area of knowledge. This study was guided by the sociohistorical approach, in particular, based on studies by Vygotsky (2000a/2000b/2001) and Saviano (2003/2005) from the perspective of education; Vygotsky (2000b), Guetemanova (1989) and Ferreira (1995/2007/2009) on the process of formation and development of concepts, the studies conducted by Soares Junior (1994 / 1995/2000), Straforini (2004), Silva (1991/1998/2004), Raffestin (1993), Moraes (1999), Santos (1994/2007), Felipe (1998a) and Souza (1994) among others on the design of critical Geography and in terms of reading about the concept of territory; as well as Da Silva (2005), Azzi(2002), Pimenta (2002b), Alarcão (2005), Freire (1996), Tardif (2002) and Charlot (2000/2005) in studies about teacher knowledge, in addition to performed by Ibiapina (2004/2008), and Ibiapina Ferreira (2005), Desgagné (2003) and Ibiapina, Ribeiro and Ferreira (2008), Guedes (2008) on collaborative research. It is defined as a collaborative research that allowed to the participants to study critical-reflective situations about issues relevant to the subject of investigation. This process promoted ruptures in conceptual knowledge and teaching practices of participants. Therefore, It was thus found that the process of conceptual development has contributed to the effectiveness of the theoretical-methodological redesign of the teaching practices of the professionals, a light to that approach collaborative. |
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