O ensino dos componentes físico-naturais na formação inicial dos discentes do Curso de Licenciatura em Geografia da Universidade Federal da Paraíba (UFPB): desafios e perspectivas

Abstract

Geographic education has been gaining increasing prominence and concern regarding socio-environmental issues and the teaching of physical-natural components. The need for contextualized, holistic, and interdisciplinary teaching enables the use of the term "physical-natural components" to describe the elements of the natural landscape—rock, relief, soil, climate, vegetation, rivers—worked in an integrated manner in the understanding of geographic space. It is worth noting that these topics are often studied in a Cartesian and dichotomized manner in teacher training programs, which compromises the teaching methods of geography teachers in elementary schools. Thus, this research seeks to understand how physical-natural components are taught in initial training for the Geography Bachelor's degree program at the Federal University of Paraíba (UFPB). To conduct the research, a bibliographical survey on the topics in question was initially conducted. A thematic questionnaire was then administered using Google Forms to some students in the program to assess how courses related to the physical-natural components of geographic space are taught in initial teacher training. Thirty-four questionnaires were administered to 6th, 7th, 8th, 9th, and 10th-semester classes of the Geography undergraduate program at UFPB. The responses were organized and interpreted in light of the theoretical framework through content analysis. The survey data present the profile of the program, as well as the profile of students in the initial teacher training program, in addition to the approach to the physical-natural components in the initial training of the Geography undergraduate program at UFPB.