A prática de Ensino de Geografia : investigando os pressupostos teóricos e metodológicos educacionais em duas escolas estaduais de Ensino Médio em Campina Grande - PB

Abstract

This research addresses the understanding of Geography teachers regarding the conceptions and methodologies that guide their teaching practice. The study's general objective is to analyze teachers' perceptions of the theoretical and methodological assumptions of geography educational practices in the school context in which they are involved. In this sense, it seeks to answer the following central question: what are these teachers' perceptions regarding educational theoretical and methodological assumptions in their teaching practices in two state high schools in Campina Grande-PB? To this end, we sought to identify the educational theoretical assumptions that underpin the teaching practices and methodologies used by teachers in the classroom. With the results obtained, we analyzed the data found and sought to identify the implications for student training, based on the perceptions of the interviewees. The study methodology adopts a qualitative approach, based on Edmund Husserl's phenomenology. Data collection was carried out through semi-structured interviews, and the method adopted for data processing and analysis was Bardin's (2011) Content Analysis. The subjects involved in the research were five Geography teachers working in regular secondary education in two state schools in Paraíba. The results reveal that the interviewees have clarity regarding the conceptions they adopt in their pedagogical practices, with the critical approach to Geography predominating, even though traditional approaches are present at times. A diverse repertoire of methodologies was also evident, in which dialogue is a central element, as well as the flipped classroom, the analysis and interpretation of images, song lyrics, and cordel literature. The articulation between conceptions and adopted methodologies points to a Geography education focused on the formation of critical, reflective, participatory, autonomous students capable of acting as agents of social transformation. At the same time, the research revealed problems that indicate the need for further in-depth studies, especially regarding the initial and continuing training of Geography teachers and their working conditions. In this sense, this study contributes to future debates on teacher training and reinforces the importance of teaching Geography as an instrument for critically analyzing space and for social transformation.