A formação do professor de geografia em dimensões metodológicas: o estágio supervisionado de geografia em questão.

Abstract

The present monographic work presents a discussion about the perceptions of undergraduate students in the geography degree course at the Federal University of Campina Grande - Campus de Cajazeiras - PB, about the methodological dimension in the process of teaching and learning this disciple. having as reference the teaching methodologies developed in the discipline of Supervised Curricular Internship in Geography IV. O interest in discussing the topic arose from the need to understand how these future teachers see such a dimension and, at the same time, verify whether the policies of preparation for teacher training, developed throughout the history of education in Brazil, has been contributing to such training. For that, we used as reference research some teoncos: P1MENTA (2004), PASSIM (2010), SAVIANI (2009), PONTUSCKA (2007), PIMENTA (2006), VEIGA (2009), among others, to analyze the methodologies used by the trainees in high school geography classes, narrated in the internship reports Supervised Curriculum in Geography IV.