Analysis of teacher training in Geography in pedagogy courses at public higher education institutions in Paraná

Abstract

Teacher training for the early years in Brazil underwent several setbacks throughout the 20th century, and in the early decades of the 21st century, the debate remains complex, considering the four editions of the National Curricular Guidelines for Teacher Training (Brasil, 2002, 2015, 2019, 2024c) and the Guidelines for Pedagogy Courses (Brasil, 2006). Early years teachers are the first to teach Geography, with disciplinary approaches, to children, and therefore, it is important to reflect on how this occurs in Pedagogy courses. This study aims to analyze the courses focused on Geography training in Pedagogy courses at public Higher Education Institutions (HEIs) in the state of Paraná. The research methodology consisted of documentary research, utilizing the courses' pedagogical projects and developing a Content Analysis based on the syllabi. It was found that the twenty-one projects analyzed included at least one subject focused on training in Geography, with an average workload between 40 and 70 hours, involving theoretical and practical activities, predominantly offered in the third year of the course. A common trait is the emphasis on teaching methodology; finally, it is observed that the training time is reduced and may be insufficient, considering the training complexity.