Teachers trainning and practice: Limits and potential for Geography Education

Abstract

Training teachers is a permanent challenge for everyone who are who are involved, in some dimension, with this demand. In order to contribute to the search to qualify such training processes, this investigation aims to identify aspects that can contribute to the understanding of about how the basic education Geography teachers envision training, Geography and some elements of teaching practice, arguing that these dimensions stand, dialectically, as limits and possibilities for Geographic Education, as well as the importance of active listening to these subjects as a potentially qualifying strategy for initial training. We opted for dialogue with teachers from the Tocantins state (North region of Brazil), giving voice to the subjects who are working directly with the construction of Geography on a daily basis in schools. Without any intention of exhausting the debate, this article presents itself as a portrait of the perceptions of some teachers about teaching training and practice, understanding that these dimensions contribute inseparably to outline a Geographic Education that is effectively meaningful.