A prática como componente curricular na perspectiva da formação inicial do professor de geografia para a educação básica

Abstract

Research on initial teacher training have gained ground in recent decades and as a result add some attributes in the construction of educational policies, such as the creation of the National Curriculum Guidelines for the training of teachers for Elementary Education (DCN's / 2002). Movements to deepen discussions on the challenges of teacher training, also appears in Geography. The DCN's and resulting resolutions pointed to changes in teacher training courses, such as targeting at least 400 hours of the course load to develop Practice as a Curricular Component (PCC). This reformulation proposed new basis for curricular and methodological organization to degree courses, allowing changes. Aiming to contribute to the debate on the formation of Geography teachers, the focus of this research is on the conception of teacher trainers about the formation process of licensing in Geography from the State University of Western Paraná (Unioeste) - Campus Francisco Beltrão - Paraná, specifically emphasizing the PCC. The survey aimed to discover what the training process of licensing in Geography at Unioeste campus of Francisco Beltrão is like, with emphasis on the development and conceptions of the PCC in the course. It occurred as a case study and was performed with analysis of the political and pedagogical projects of the course of the years 2006, 2003 and 1999 and of 23 (twenty three) teaching plans of 2014, of the respective disciplines. As well as through questionnaires together with undergraduates of the last year and the teacher trainers of the year 2014. The results allowed us to understand that there is a gap between what the law prescribes and what actually occurs in relation to the PCC. Teacher trainers and undergraduates show some weaknesses on the meaning of PCC. There are different conceptions of trainers on PCC, some understand it as the application of theoretical concepts in practice, others, in a practitioner perspective, as a bureaucratic attribute of the Course, mistaking it for practical activities, such as field work, seminar presentations and reporting. There are, however, some trainers who develop innovative proposals.