Ritos geográficos docentes: ser e tornar-se professor(a) de Geografia na Educação de Jovens e Adultos – EJA
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Data
2022-04-20
Autores
Maia, Humberto Cordeiro Araujo
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A formação de professores para a Educação de Jovens e Adultos (EJA) tem sido alvo de discussões nas mais diversas instâncias. Por isso, considera-se de suma importância compreender como esse processo tem se efetivado no contexto educacional, especificamente na formação de professores de Geografia para essa modalidade de ensino, e como se dá a construção dos ritos geográficos docentes na atuação desses profissionais. Resultado de inquietações pessoais e profissionais perenemente vivenciadas pelo pesquisador, além de ser também uma extensão da investigação realizada no Mestrado, quando, além de outras questões, os ritos docentes foram identificados no processo de tornar-se professor da EJA e em seus desdobramentos na prática pedagógica em Geografia, neste estudo, parte-se da seguinte questão norteadora: como são construídos os ritos geográficos docentes e qual sua relação com a formação inicial e a atuação de professores de Geografia para e na EJA? Para responder a essa problemática, a partir do objetivo geral, busca-se compreender como se dá a construção dos ritos geográficos docentes no contexto da formação e atuação de professores de Geografia para e na EJA. Quanto ao aporte teórico-conceitual dos ritos geográficos docentes, alguns conceitos e noções são essenciais a este estudo, como o entrecruzamento dos ritos de passagens e da epistemologia da prática com os saberes docentes e o contexto geográfico, que indicam como os lugares constituem os enredos das histórias de vida. No que concerne ao desenho metodológico, toma-se como base a abordagem qualitativa, ancorada nos pressupostos teórico-metodológicos da pesquisa (auto)biográfica e da pesquisa-formação, através dos seguintes dispositivos: a) pesquisa bibliográfica; b) pesquisa documental; c) memorial de formação; d) entrevista narrativa. Organizados em oito capítulos, sendo o primeiro e o último deles, respectivamente, as considerações iniciais e finais, os processos que envolvem a investigação e a construção da tese contemplam (i) o memorial de formação do pesquisador, (ii) o percurso metodológico da pesquisa e o aporte teórico-conceitual sobre os ritos geográficos docentes, (iii) as reflexões sobre a cultura escolar na dimensão da EJA e da educação geográfica, do lugar e do território epistemológico da EJA em cursos de Licenciatura em Geografia e (iv) a história de vida, formação e atuação de docentes licenciados em Geografia que trabalham com a referida modalidade, que se constituem ritos geográficos docentes. Como indicativos, constatou-se que a EJA está ausente ou ocupa pouco “lugar” nos cursos de Licenciatura em Geografia e que os(as) docentes assumem as turmas de EJA por fatores diversos, dentre eles a complementação de carga horária. Nesse sentido, os ritos geográficos docentes se (re)constroem cotidianamente, pelo entrecruzamento das dimensões pessoais e profissionais, ao longo trajetória de vida-formação-profissão dos envolvidos nesse processo formativo.
The training of teachers for Youth and Adult Education (EJA) has been the subject of discussions in the most diverse instances. Therefore, it is considered extremely important to understand how this process has been carried out in the educational context, specifically in the training of Geography teachers for this teaching modality, and how the construction of teachers' geographical rites takes place in the performance of these professionals. As a result of the personal and professional concerns permanently experienced by the researcher, in addition to being an extension of the investigation carried out in the master's degree, when, in addition to other issues, the teaching rites in the process of becoming a teacher in EJA and in its unfolding in pedagogical practice were identified in Geography, this study starts from the following guiding question: how are teachers’ geographical rites constructed and what is their relationship with the initial training and performance of Geography teachers for and in EJA? To answer this problem, through the general objective, we seek to understand how the construction of teachers' geographical rites takes place in the context of the performance and academic formation of Geography teachers for and in Youth and Adult Education. Considering the theoretical and conceptual contribution of teachers’ geographical rites, some concepts and notions are necessary for this study, such as the intersection of rites of passage and the epistemology of practice with teaching knowledge and the geographical context, that indicate how places constitute the plots of life stories. Regarding the methodological design, a qualitative approach was selected, supported by the theory and method of autobiographical research and training research, using the following instruments: a) bibliographic research; b) documentary research; c) training memorial; d) narrative interview. Organized into eight chapters, the first and last of which, respectively, are opening and closing remarks. The processes that involve the investigation and the construction of the thesis include: (i) the researcher's training memorial, (ii) the methodological course of the research and the theoretical and conceptual contributions concerning the geographical rites of teachers, (iii) reflections on school culture in the dimension of EJA and geographic education, the place and epistemological territory of EJA in Geography Degree courses and (iv) the life history, training and performance of Geography teachers who work in the education of young people and adults, which define the geographical rites of these teachers. As an indication, it was found that the EJA is absent or occupies little “place” in the Degree in Geography courses and that the teachers take over the EJA classes for several factors, among them the complementation of the workload. Thus, the teachers' geographical rites are reconstructed daily, from the intersection of personal and professional dimensions, throughout the life-training-profession trajectory of those involved in this training process.
The training of teachers for Youth and Adult Education (EJA) has been the subject of discussions in the most diverse instances. Therefore, it is considered extremely important to understand how this process has been carried out in the educational context, specifically in the training of Geography teachers for this teaching modality, and how the construction of teachers' geographical rites takes place in the performance of these professionals. As a result of the personal and professional concerns permanently experienced by the researcher, in addition to being an extension of the investigation carried out in the master's degree, when, in addition to other issues, the teaching rites in the process of becoming a teacher in EJA and in its unfolding in pedagogical practice were identified in Geography, this study starts from the following guiding question: how are teachers’ geographical rites constructed and what is their relationship with the initial training and performance of Geography teachers for and in EJA? To answer this problem, through the general objective, we seek to understand how the construction of teachers' geographical rites takes place in the context of the performance and academic formation of Geography teachers for and in Youth and Adult Education. Considering the theoretical and conceptual contribution of teachers’ geographical rites, some concepts and notions are necessary for this study, such as the intersection of rites of passage and the epistemology of practice with teaching knowledge and the geographical context, that indicate how places constitute the plots of life stories. Regarding the methodological design, a qualitative approach was selected, supported by the theory and method of autobiographical research and training research, using the following instruments: a) bibliographic research; b) documentary research; c) training memorial; d) narrative interview. Organized into eight chapters, the first and last of which, respectively, are opening and closing remarks. The processes that involve the investigation and the construction of the thesis include: (i) the researcher's training memorial, (ii) the methodological course of the research and the theoretical and conceptual contributions concerning the geographical rites of teachers, (iii) reflections on school culture in the dimension of EJA and geographic education, the place and epistemological territory of EJA in Geography Degree courses and (iv) the life history, training and performance of Geography teachers who work in the education of young people and adults, which define the geographical rites of these teachers. As an indication, it was found that the EJA is absent or occupies little “place” in the Degree in Geography courses and that the teachers take over the EJA classes for several factors, among them the complementation of the workload. Thus, the teachers' geographical rites are reconstructed daily, from the intersection of personal and professional dimensions, throughout the life-training-profession trajectory of those involved in this training process.
Descrição
Palavras-chave
Cultura escolar, Ensino de Geografia, Formação de professores de Geografia, Educação de Jovens e Adultos, Ritos geográficos docentes, School culture, Geography teaching, Training of Geography teachers, Youth and Adult Education, Teachers' geographical rites