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Doctoral Thesis
DOI
10.11606/T.48.2014.tde-08122014-125459
Document
Author
Full name
Andréa Monteiro Uglar
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2014
Supervisor
Committee
Cacete, Nuria Hanglei (President)
Camargo, Luís Fernando de Freitas
Carril, Lourdes de Fátima Bezerra
Sene, José Eustáquio de
Silveira, Paulo Henrique Fernandes
Title in Portuguese
Formação inicial de professores: um estudo das disciplinas filosóficas do curso de licenciatura em geografia do Instituto Federal Educação, Ciência e Tecnologia de São Paulo - campus São Paulo
Keywords in Portuguese
Disciplinas filosóficas
Educação básica
Formação docente
Geografia
Licenciatura
Abstract in Portuguese
A presente tese trata-se de um estudo de caso, no qual valemo-nos de pesquisas bibliográfica, documental e de campo. Tendo como objeto de estudo as disciplinas filosóficas do Curso de Licenciatura em Geografia do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - campus São Paulo (IFSP-SP), objetivamos analisar o papel exercido por estas disciplinas no interior desta Licenciatura para avaliar em que medida elas contribuem no processo formativo de seus estudantes. Para exame dos dados colhidos no IFSP-SP, utilizamos a abordagem qualitativa e a análise de conteúdo dos questionários aplicados junto a um grupo de professores e estudantes deste Curso. Acreditamos que as disciplinas filosóficas propiciam o desenvolvimento não somente de uma cultura geral, que serve de base para a formação específica do professor de Geografia, mas também uma visão totalizante e o rigor metodológico necessário à compreensão do mundo, do papel do professor de Geografia na Educação Básica e o sentido formativo da Educação, a qual deve promover a humanização, a autonomia e a emancipação, recuperando, portanto, a concepção de uma educação política. Embora tenhamos visto que o Projeto de Curso de Licenciatura em Geografia, a matriz curricular e as disciplinas filosóficas contemplam o que é esperado para uma formação docente de qualidade, verificamos que há um comprometimento da finalidade do Curso em função da grande distância entre o Projeto Pedagógico e o Curso em exercício, o que obstaculariza as contribuições das disciplinas filosóficas, impedindo-as de exercer seu papel no processo formativo dos estudantes.
Title in English
Initial teacher training : a study of the philosophical disciplines degree in geography at the Federal Institute Education, Science and Technology of São Paulo - São Paulo campus
Keywords in English
Geography
Philosophical disciplines
Primary and secondary education
Teacher education
Teacher education programs
Abstract in English
This thesis is a case study, using bibliographic, documentary and field research, which focuses on the philosophical disciplines in the Geography education program at Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - São Paulo campus (IFSP-SP) and aims to analyze the role played by these disciplines within the teacher licensing program in order to assess the extent to which they contribute to the formation of the students. For examination of the data collected at IFSP-SP, we used a qualitative approach and content analysis of questionnaires completed by a group of professors and students in the Geography education course. We believe that the philosophical disciplines favor the development, not only of a general culture that underlies the specific formation of geography teachers, but also of an overall vision and the methodological rigor necessary for an understanding of the world, the role of the geography teacher in primary and secondary education and the formative role of education, which should promote humanization, autonomy and emancipation, thus recovering the concept of a political education. Although in the plan of for the Geography Education Course, the curriculum and the philosophical disciplines include what is expected for quality teacher formation, it appears that there is an impairment of the purpose of the course due to the great distance between plan for the course and the course as it is actually carried out, a fact which creates obstacles for the contributions of then philosophical disciplines, preventing them from performing their role in the formative process of the students.
 
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Publishing Date
2014-12-17
 
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