RESEARCH AS AN INNOVATIVE PARADIGM FOR THE FORMATION OF GEOGRAPHY TEACHERS AND TEACHING

Abstract

Challenges are daily posed with quality for the training of Geography teachers, however, the Geography departments spread throughout the Brazilian territory can seek in the research paradigm the support they so much want to innovate the training of Geography teachers to work in Basic Education. The main objective of this article is to understand the role of the research paradigm in the initial training of Geography teachers for Basic Education and for teaching. The approach used in this research is qualitative, ex-post-facto. In view of the analysis and evaluation carried out through the responses obtained by the questionnaire applied to 16 graduates from the area of ​​Geography, from the Institutional Scholarship Program for Initiation to Teaching - PIBID/ Interdisciplinary-Subproject, from the Campus Mata Norte, in the University of Pernabuco - UPE, we concluded that the adoption of the research paradigm in the initial formation of Geography teachers, through participation in experiences that take into account the aforementioned paradigm, can contribute to the improvement of the mechanisms of teacher education and enable a more significant teaching of Geography , both in schools and in higher education institutions for teachers.