A formação inicial do professor de geografia na: o olhar dos egressos sobre o currículo de 2016

Abstract

Teacher training has become a frequent topic of political and academic debates in the last two decades due to the various policies aimed at curricular reforms for undergraduate courses, such as those promoted by the National Curricular Guidelines (DCN) of 2002. In this scenario, the course of Geography at the Federal University of Paraíba (UFPB), which trained teachers in a complementary way to the training of bachelor geographers, underwent a lengthy curricular reform that culminated in the independent creation of the Degree Pedagogical Project (PPC) in 2016. The new PPC presents good formative advances in its curricular structure, such as the offering of the Geography Teaching Methodology component, Practices as Curricular Components and the expansion of Supervised Teaching Internships. However, the prescribed curriculum is recontextualized by the subjects involved in the training processes and transformed into a practiced curriculum, not always reaching the goals designated in official documents. In this sense, the objective of the work was to analyze the initial training of Geography teachers at UFPB from the perspective of graduates on the 2016 curriculum. It was considered that initial teacher training is the moment to build a solid base of knowledge based on the theory-practice articulation that enables reflection-action-reflection of professional practice. The investigation followed the qualitative approach to education research of the case study type. It adopted the following methodological procedures: bibliographic and documentary analysis; application of questionnaires and semi-structured interviews with three graduates of the 2016 curriculum who constituted the research subjects. The socioeconomic profile of undergraduate students was investigated based on the 2017 and 2021 National Student Performance Exam (ENADE) Reports. Content analysis was the technique used to systematize and infer the data and information that produced the results. Thus, despite the effects of the Covid-19 pandemic on the number of graduates and their views on the curriculum, these revealed advances, but also gaps and problems in the initial training of Geography teachers at UFPB, mainly related to the “baccalaureate” tradition. and the practice of teacher trainers in specific components of Geography, which are often not consistent with a degree course.