TRAINING OF THE GEOGRAPHY TEACHER: CLASSROOM AND EXPERIENCE

Abstract

The text discusses practices, movements and academic experiences in order to construct the meaning of the teaching and learning of geography in the initial formation. The discussion is based on the idea of ??classroom curriculum, experience / meaning and results achieved with projects developed by undergraduates of the Federal University of São João del-Rei, in 2017 and 2018. The projects were accompanied by readings, seminars, research, production of models and didactic sequences. These productions covered subjects related to the theme "City and areas of environmental risks". For the mentor teacher, the development of the projects and the results obtained constituted teaching and learning practices analyzed in the context of Action Research. The research aimed to verify the transformation in undergraduates as to the sense of learning and teaching geography through experience. The research was conducted by the questions: How to reduce the distance between specific and pedagogical content? How to effect the theory-practice relationship in an exercise of thinking and realizing the construction of geographic knowledge? The results reveal that the adopted method and procedures enable the experience discussed by Larossa Bondia. They also show, among most undergraduates participating in the project / research, the construction of the meaning of geography teaching and the recognition of the value of the didactic-pedagogical and geographical dimension in the learning process.