THE PRACTICE AS A CURRICULAR COMPONENT: FROM KNOWLEDGE AND PRACTICE TO TEACHING IDENTITY IN GEOGRAPHY

Abstract

In the set of measures and actions undertaken from the establishment of the national curriculum directions in the 2000s, Practice as a Curricular Component stands out, aiming to break with the 3+1 model, which for years characterized the formation of teachers in the country and, therefore, overcome the dichotomy between theory and practice. From this, the present text, a theoretical framework and the result of bibliographic research, propose a discussion on the contributions of Practice as a Curricular Component  in mediation between knowledge and practices and the attribution of teaching identity in Geography. For that, considering some of the possible obstacles around the dialogue between academic and school dimention of geographic knowledge in the scenario of Geography teachers in Brazil, considering as a basic pressupposition the reflection around teaching knowledge and, more significantly, teaching knowledge in Geography. Practice is dimensioned under the perspective of praxis, determinant of the dialectic between theory and practice and between teaching knowledge and the epistemology of geographic knowledge.