SUPERVISED INTERNSHIP AND TEACHING EDUCATION IN GEOGRAPHY: A GEOETNOGRAPHIC AND EMANCIPATING PROPOSAL

Abstract

There are four consensual background knowledges from the academic life world: the internship as a teaching practice, the internship and its relation with theory and practice, the internship and its relation with university and school and internship and the formation of the teaching identity. Therefore, it is argued that the identification with teaching implies the understanding of professional training as demanding higher interests of knowledge. In this work, the objective is to highlight the primacy of the emancipatory interest, valuing the practical interest and not neglecting the technical interest for teacher education in the supervised curricular internship in Geography. Philosopher Jürgen Habermas’s geo-ethnographic research and the theory of communicative action are associated, and their organization and functioning in the supervised curricular internship in a licentiate degree course are described. The model of the geo-etnographic training path is targeted by analyzing the processes of reconstructing images and different kinds of knowledge about the world of education and school life. This reconstruction of the trainees' formative autonomy, thought, self-knowledge and self-awareness is revealed in a factual way, given their professional and personal training path as emancipation.