School mapping and initiates the formation of teachers in Geography: reflections on research experience.
ISBN 978-85-88783-11-9
Authors
1Cabral, M.P.; 2Freitas, M.I.C.
1UNIFRAN Email: marciapcabral@ig.com.br
2UNESP - UNIVERSIDADE ESTADUAL PAULISTA Email: ifreitas@rc.unesp.br
Abstract
This work is originated from the doctoral thesis entitled "Initial teacher education in the School of Geography Cartography: a reflective analysis" advocated in the Graduate Program in Geography UNESP / Rio Claro, in 2013. The doctoral research aimed to conduct a guided learning experience in teacher researcher reflective of their practice, which - making use of direct and indirect interventions, such as activities in the classroom of the 3rd series of the Geography course at a private university Brazilian and experiences observed and reported by employees - students in supervised training, allowed himself to reflect on the concepts of Cartography School and their contributions in initial teacher training (CABRAL, 2013, p. 20). Now, will be presented and put on discussion the stages of the research about the activities with undergraduate students in their classes, where it was discussed the issues related to Scholar Cartography, presenting and discussing both the productions presented by undergraduates and the discussions made by them during the process of carrying out these activities. This step aimed to discuss how undergraduates conceived and understood the School Mapping in a bias just as theoretical as practical. Thus, based on the theoretical frameworks used and by means of methodological procedures, we obtained a data set that allowed the analyzes focused on School Mapping. The activities consisted of directed studies and discussion of texts in the classroom, which discussed themselves the teaching of Geography and Scholar Cartography and also cartographic representations of the class made by students of the University. The next step was the interpretation and analysis of data obtained in the activities. And in this sense, the theoretical framework provided expand the analysis about the specific issues and questions related to Scholar Cartography, which could be identified and explored in the act of carrying out the activities and their analysis posterior. With the work on the written activities and discussions about the studied texts, it can be stated that quite interesting observations were made by the students, based on personal experiences and reflections involving theory and practice that have brought to light that the understanding of a school environment which reflects the factors discussed in text. Thus, given the above, we can discuss and reflect on issues of fundamental importance related to Geography and Scholar Cartography, since the results were tangible. The theoretical assumptions previously designed were addressed in a complex manner, thus enabling the analyzes pertaining to them. Furthermore, discussions of these results raised new concerns which have surfaced new variables in the discussion. Thus, by means of discussions and writing activities in the classroom at university, it was possible to deepen the understanding of the concepts related to Scholar Cartography, as well as their integration in higher education Geography and later practices of undergraduates in the room class. Additionally, through the spatial representation activities, we can discuss how undergraduates conceived the issues related to cartography that are of paramount importance to practical training of future teachers. Thus, through this research experience was possible to reflect on School Mapping in the initial training of teachers of Geography.
Keywords
School Cartography; Geography teacher education; Profess reflective