Paula Cristiane Strina JULIASZ, Universidade de São Paulo, Brazil
Rubiane Da Silva MOREIRA, Universidade de São Paulo, Brazil
Thinking about teacher training means understanding the construction of these professionals in their entirety. This article presents the teacher training course, which integrates the master's research “Place, landscape and cartography in the early years of Elementary School: the critical dimensions in teacher training”, developed in the Graduate Program in Human Geography at the University of São Paulo. We take as a basis for the theoretical principles that dialogue with the teaching practice: the historical-critical pedagogical theory, the historical-cultural psychology learning theory and the geographical contents of the early years. The research is based on the relationship between the landscape category and the concept of place, and the cartography as a language in the production and interpretation of reality, having how problematization the need for training the geographic reasoning by the teachers of the early years. The methodology of this research is a qualitative approach, in the analysis of the narratives developed by the teachers about their practices with their students and their reflections throughout the training course. The course was produced in two phases: the first wuth meetings weekly, consists of the theoretical study on geography teaching, with readings theoretical deepening, fill out forms and dialogics moments. The second phase consists in the realization of the workshops, with planning activities of teaching of geography based on elements that allow a critical and conscious reading of the space they live and reconstruct in their daily lives. In this way, the geographic reasoning developed with children must be developed previously as well with teachers, basing the teacher's practice and for its theoretical and professional construction. We conclude that the mastery of the three aspects – pedagogical, psychological and geographical – leads to conscious practices on the formation of subjects also conscious aware of the production of space .
Mots clés : historical-cultural psychology|historical-critical pedagogy|school cartography|geography teaching|geographic reasoning
A105087RM