Concepções e práticas docentes no ensino de geografia na E.E.E.F.M. Professor Crispim Coelho, em Cajazeiras - PB.

Abstract

The Brazilian education and with it, the geography teaching permeate by extensive debates and transformations whose results are expressed in the creation of programs and policies aimed, especially the initial and continuous training of teachers, for recovery of these, but also the promotion of changes in school scenario regarding the recognition and appreciation of diversity of subjects, mainly founded on the promotion of contextual education associated with multiplicity of resources and teaching methodologies in order to enhance teaching and learning. From this assumption we decided to investigate the concepts and teaching practices in teaching geography in two classes of the 3rd high school year, the School of Primary and Secondary Teacher Crispin Coelho, in the municipality of Cajazeiras, middle region of the Wild Paraiba. Therefore, we focused on the problems of geography teaching, considering that not only this course, but education has proven throughout its history as uninteresting and decontextualized life stories of students, and be seen a tendency to continuity of traditional teaching practices, guided almost always in the textbook and under-de-chalk without other concerns to a more dynamic and attractive lesson to the learners, even with the use of these resources, or building on new methodologies and languages in geography teaching. The research was conducted with the Geography teachers and students of two classes of the 3rd Year A, morning shift and 3rd Year C, afternoon shift, both of high school, in the Geography discipline, from November 3 the December 15, 2014. The methodology included observation and notes in field book, and the development of semi-structured interviews with study subjects who volunteered. The work is divided into four sections, the first being the introduction; the second, theoretical and methodological aspects of geography and its role in education and a liberating education, based on the historical trajectory of school geography in Brazil and the contextualized education and geography teaching, and the school a function to economic and social changes and its repercussions in teaching geography; the third, the role of school geography education and teaching in civic education and the development of educational activities at school; and finally a history of resistance (s) and limit (s) in a geography teacher.