A geografia escolar na formação inicial de professora(e)s de pedagogia da UFFS Campus Erechim: avaliação, construções e aproximações entre áreas do conhecimento

Abstract

The present research aimed to evaluate how the knowledge associated with the field of knowledge of Geography Teaching, present in the Pedagogy course at the Federal University of Fronteira Sul (UFFS), Erechim campus, contributes to the pedagogical practices of graduate pedagogues, since 2015. The spatial cut of the study was articulated with teachers who contributed and contribute to Early Childhood Education in the city of Aratiba/RS. Literature reveals Geography as a science that teaches us to understand the world, life and everyday life. Developing geographic reasoning means articulating knowledge from an area of knowledge and teaching ways of perceiving and critically analyzing reality. This means that Geography can be worked from the beginning of school life, as children are inserted in times and spaces of different dimensions, they are curious about the physical world, with relationships with their peers and with the processes of transformation of nature. So, we ask ourselves: how is Geography approached in Early Childhood Education? Observing and understanding how children play and relate to the world, in the first stage of Basic Education, could it be a way to strengthen dialogue and improve the work of pedagogy and geography professionals? To answer the questions, we investigated the relevance of the theme in the initial training of teachers, from the guidelines, Pedagogical Course Projects to the National Common Curricular Base for the stage to be explored in the writings. Authors such as: Giometti; pitton; Ortigoza (2012), Lopes (2018), Vasconcellos; Carvalho (2017) Staciolli (2013) among others, which bring considerations about Pedagogy, Geography, Geography Teaching and Childhood Geography, are the references of this work. Through the state of knowledge, and subsequent bibliographic analysis, we built considerations and insights necessary to bring studies and research into the area of knowledge with the praxis of teachers trained by the UFFS of Erechim, we used the focus group as a research format. This research has as its main characteristic the approach with the interviewees and with the knowledge to be discussed, thus organizing a qualitative and collaborative construction of the results. From this dialogue with the selected teachers and their perceptions of Geography in the context of Early Childhood Education, with a view to understanding the space lived by the children, we organized photographic records regarding the perception of the graduates and what they believe to be spaces of expression, representation for the children. children, or even allowing them, to appropriate the world. To expand the dialogue regarding Geography in this reality, we seek to emphasize, through records and the spatial location of the municipality, the public spaces of Aratiba/RS, which allow children to participate in social life, in addition to the obligatoriness seen at school.