Quando a soma das partes altera o conteúdo: (des) continuidades da racionalidade técnica instrumental na formação inicial do professor de geografia.

Abstract

The objective of this research is to understand the (dis) continuous paths of instrumental technical rationality in the initial formation of the Geography teacher in light of the Emancipatory / Radical Critical Paradigm (GIROUX, 1983, 1986, 1997). The empirical field was the full degree course in Geography of the Faculty of Philosophy Dom Aureliano Matos - FAFIDAM / UECE, located in the city of Limoeiro do Norte, in the region of Baixo Jaguaribe. The questions that guided the work were: What is the relation of the dominant rationality with the ideological models of teacher training? What technical and instrumental intersections exist between "Geography of Teachers" and "Geography of the Major States" (LACOSTE, 2009) in geographic thought in the context of space production, especially since the mid-twentieth century? We used the propositions of the Qualitative Research of the Case Study type (MINAYO, 2012; MENGA, ANDRÉ, 1998), whose methodological course was: survey Bibliographical research, documental research, semi-structured interviews with the teachers of the course, systematization, interpretation and discussion of the results. The main authors are Adorno (1985, 2008), Apple (1994), Benjamin (2002), Gramsci (1978,1982), Frigotto (2010), Duarte (2008), Saviani (2008), Gentili 1998, 2013), Harvey (2005; 2010), Rocha (2000; 2010; 2011). The research aims to contribute to the critical reflection on training and teaching practice of the geography teacher.