OS SABERES DISCIPLINARES NA PRÁTICA PROFISSIONAL DOS PROFESSORES DE GEOGRAFIA

Abstract

The geography teaching must provide a meaningful learning for the students; therefore, it demands an epistemological knowledge in area by the teacher: concepts, languages and procedures that are added to the didactic dimension of the geography. For this, the present work aims: analyze the different aspects inherit to the teaching professional development in geography; the insertion of this teacher in the job context; and the different knowledge produced and mobilized during its professional practice. The space time selected for analysis is the initial years of the professional work. By means of qualitative approach, the research was made with 13 basic education teachers in Guarapuava-PR-Brazil. The selection of the participants was based on phases of career; those suggested by Huberman (1995). The instruments of data collection were: questionnaire; history life narratives and field observations. Thus, it was verified that there be effort of the majority of the teachers in teaching well the geography; however, it was verified the existence of obstacles in the formation of the teacher about the domain of the content. Mainly, in the multiscale connections of the themes approached in the classroom; in the relation between everyday and scientific knowledge, and in the different languages.