AS DIRETRIZES PARA A FORMAÇÃO DOCENTE E O PROGRAMA INSTITUCIONAL DE BOLSA DE INICIAÇÃO À DOCÊNCIA (PIBID): A FORMAÇÃO INICIAL DOS PROFESSORES DE GEOGRAFIA E O ENSINO NA CONTEMPORANEIDADE

Abstract

This article aims to present in a critical-situational way the guidelines for the initial formation of teachers of Geography, starting from the resolution of nº 2 of July 1, 2015 that defines the National Curricular Guidelines - DCNs for the initial formation in higher level of teachers and highlight the importance of the Institutional Program of Initiation to Teaching Grant (PIBID) in the process of initial training of graduates in Geography. For the accomplishment of this study we used the qualitative research given that it privileges the chosen theme, specifically making use of documentary analysis and literature review. The theoretical foundation is anchored in the field of Geography and Education, thus constructing a critical reflection about the initial formation of the graduates in Geography, in the pretension of a more significant geographical education in the contemporaneity. In view of this, it can be affirmed that when the curricular guidelines for initial teacher training are well designed and also linked to teacher incentive programs, with emphasis on PIBID, progress can be made on key issues for undergraduate courses, such as initial successful training and teachers with fundamental skills for teaching-learning Geography more focused on current issues of students and globalized society.