O trabalho de campo na formação do professor de geografia: a relevância da presencialidade e da coletividade

Abstract

Fieldwork has historically been part of various processes in the development of geographical thought, due to its ability to connect spatial reality with theoretical concepts, as well as its openness to observation and understanding of the landscape. The main objective of this research is to understand the importance of fieldwork in the training of geography teachers. To this end, three key dimensions are considered: the training of geography teachers; fieldwork; and the concept of landscape. Teacher training is regarded as a continuous process, involving both formal qualification and ongoing professional development, in which fieldwork serves as a methodology that supports deeper and more critical understanding of the landscape. The landscape, in turn, allows for a complex perception that includes both visual and sensory elements, which are essential for geographical understanding. The research method involves both a theoretical approach, through the study of publications, and an empirical one, through the observation of fieldwork activities in geography teacher education. During the investigation, it was observed that students showed increased curiosity and engagement during fieldwork, asking questions and making comments about what was being studied. The research provided discussions that reinforced the importance of fieldwork in the training of geography teachers, demonstrating not only that it is essential to teacher education, but also that it should be conducted in person and collectively.