THE FORMATIVE TRAJECTORY AND TEACHER’S PRACTICE OF TEACHERS IN JOÃO PESSOA (PB) - DOI 10.5216/bgg.v35i1.35483

Authors

  • Antonio Carlos Pinheiro Universidade Federal da Paraíba

DOI:

https://doi.org/10.5216/bgg.v35i1.35483

Abstract

This textispart of aresearch conductedwithteachers who work in elementary schools in the Paraíba, in 2012 and 2014. The problem isrelatedto the controlof school time-space and learning and it is practiced by teachersand conditionedby apermanence of traditionalpractices thatcomplicate thecurricular flexibility. Itis observed thatalthough there areseveralinnovative proposalsin the school routineat present, thecontrol
of time-space and learningpromote little autonomytoteaching and learningbetween teachers and students. Theautobiographicalmethodologywas usedin this research, in particularthe mode ofhistory of life, aiming toknow theschoolandacademic educationto reflecton currentteaching practicethroughout the reports from theteachers. The objectof study isthe narratives from theteachers who workin elementary schools.
Key words: Teaching of Geography, Teaching Practice, History of Life.

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Published

2015-03-19

How to Cite

CARLOS PINHEIRO, A. THE FORMATIVE TRAJECTORY AND TEACHER’S PRACTICE OF TEACHERS IN JOÃO PESSOA (PB) - DOI 10.5216/bgg.v35i1.35483. Goiano Bulletin of Geography, Goiânia, v. 35, n. 1, p. 37–51, 2015. DOI: 10.5216/bgg.v35i1.35483. Disponível em: https://revistas.ufg.br/bgg/article/view/35483. Acesso em: 4 jul. 2024.

Issue

Vol. 35 No. 1 (2015): jan/apr. 2015

Section

Artigos

License

Authors will not receive any payment for publishing their work in Boletim Goiano de Geografia. Therefore, they must grant all rights to the journal. However, they are entirely and exclusively responsible for the published contents, and editors are free to make corrections or adjustments to texts in conformity with publication guidelines.