A formação docente e os processos de aprendizagem: relato de experiências com a Geografia escolar

Abstract

The work presented here aims to discuss the challenges of teacher training during supervised internships, focusing on the Geography teacher's ability to adapt to the reading of their workspaces and the different contexts found in the educational environment. The emphasis on internship experiences is justified by the importance this curricular component holds in teacher education, as during this stage of adaptation to the school environment, the intern has the opportunity to integrate theory and practice, consequently being able to test different teaching methodologies. The main objective is to understand the parameters in the process that condition the training of Geography teachers and, based on this, reflect on didactic materials as components in the construction of lessons, highlighting teaching practices in stimulating students' geographical knowledge, in addition to punctuating the context of the COVID-19 pandemic as a generator of changes in the interaction between teacher/ student, leading to the use of virtual teaching environments. To achieve the proposed objectives, a temporal selection of internship experiences from 2019 to 2021 was made, working with the results obtained from these practices based on reports, constructed portfolios, and authors discussing education and teaching Geography, pointing out their specific contributions to teacher training. From this recollection of experiences, a reflection was made on the construction of geographical knowledge and the message conveyed through teaching methodologies applied in the classroom, and how the contribution of didactic-pedagogical materials can facilitate communication in how Geography content is presented to the student.