Formação dos graduandos em Geografia: possibilidades e desafios na construção do professor-pesquisador.

Abstract

This work aims to analyze some discussions about teacher education students from the undergraduate e in Geography, supported by theoretical and methodological perspectives discussed by some authors as: Demo (2002, 2005), Tardif (2002), Pontuschka (2009 ), Suertegaray (2010), among others, the possibilities and challenges involved in building the teacher-researcher. In this context, we start from the assumption that education through research is the most appropriate way for teacher training, and should be considered as an educational and scientific principle. To this end, in 2011, analyzed the academic profile of students in 4º and 6° daytime and nighttime travel UFCG of Geography, Campus I and resumed the search in 2014 with students from 3°, 5° and 7° diurnal periods and nocturnal, in which we found a significant improvement in the volume of inserted undergraduates in research, extension, monitoring and extracurricular activities. What contributes substantially to their academic training. However, such activities do not include all students and, consequently, the construction of a teacher-researcher also constitutes a challenge to be faced.