O início da carreira docente e as dificuldades no ensino de Cartografia.

Abstract

This work is within the context of teacher education and aims to investigate the beginning of teaching career and the difficulties in teaching Cartography, considering the subjectivity of self- training as well as the context of action where they are inserted. The teachers, subjects of the research, are undergraduates of Universidade Federal de Campina Grande(UFCG), campus Cajazeiras City, that have not finished the course and has about three years of teaching experience. The theoretical framework of the work involves contributions from authors who discuss about teacher education, the initial period of professional activity and cartographic literacy. As a methodology, we opted for the qualitative research developed through the case study. In the first stage of the research, semi-structured interviews were conducted with the research subjects with audio recording authorized by them. Afterwards, the interviews were organized in three distinct moments with the school trajectory and pre-teacher training, academic trajectory and the initial formation and the beginning of the teaching career. From the interviews, the results of the research were systematized and data analysis indicates that students began the course without cartography bases, which hinders their cartographic formation. The cartographic training offered in the Geography course has been shown to be of good quality, since it manages to train professionals capable of teaching Cartography, without escaping this subject in the teaching profession. Among the main problems can be highlighted the aspects related to didactics and methodologies that facilitate the teaching of Cartography in the classroom. These are difficulties concerning the first moments of teaching. In this context, it was also observed that beginning Geography teachers, who are still undergraduates, develop their activities during their formative courses at the university as students. Therefore, they need to change positions daily, sometimes teacher, sometimes student. This practice broadens the undergraduate's understanding about Geography and the beginning teacher about the responsibility of their work, reducing the tensions related to the beginning of teaching career and the reality shock.