Correlação entre ensino e pesquisa no Projeto Pedagógico de Curso (PPC) e nas monografias de licenciatura em Geografia da Universidade Regional do Cariri-URCA

Abstract

According to some researchers, teacher education can be strengthened in academia when it adopts research as guidance. In this sense, it is important to discuss the process that allows you to think about its qualification. The teacher training in Geography can be guided by processes that activate these actions of problematization and reflection by the subjects who compose it. In agreement with Girotto and Mormul (2016), we believe that these actions can encourage undergraduates to develop qualified educational projects for society. In this context, the curriculum of the Geography course, currently called the Pedagogical Project of the Course (PPC), constitutes a guide of this process, because from it, teachers and students base the organization of their pedagogical knowledge, specific knowledge and experience (PIMENTA, 1999), and the reflection on the propositions that are established in this document is of great relevance. Thus, the present work approaches the process of training the undergraduate in Geography, aiming to understand the role of research in this discipline. In this sense, we start from the documental analysis, and then, we analyze the instances where research is stimulated and its relationship with teacher education. Thus, we select a document that guides this training, the Pedagogical Project of the Course (PPC), and those whose legal principle is to guide its elaboration, the National Curriculum Guidelines “DCN”, and another group of documents that express, or can express, the role of research in the training of graduates in Geography, the Course Completion Work (TCC), in monograph mode. In addition to the documentary analysis, we used the interviews with the trainees, aiming to understand, from their written statements, how the relationship between research and its formation took place. In this perspective, we seek to understand the relationship between teaching and research expressed in the documents, and how this is developed by the undergraduates throughout their formation. Therefore, we try to understand what was pre-established about research, as a constituent of the undergraduate's education in the curriculum, and in the perspectives that the students were able to incorporate into their thematic and theoretical-methodological.