Reflexões sobre o planejamento docente e a geografia escolar: diálogos por meio da atuação de projetos de iniciação à docência na educação básica.

Abstract

Concerning the process of teacher education, the debate on the importance of planning in professional responsibility development is fundamental to reflect and critically transform the teaching and learning process in the context of educational diversity. The research aims to analyze the teaching planning and the didactic-pedagogical actions in the context of Geography school subjects considering the construction of professional identity in Primary and Secondary Education; it is necessary to understand the reflections and actions that are manifested in the organization of teacher planning; recognize the contexts and problems that go through the school and the teaching and learning process for the formation of geographic reasoning in teaching planning and reflect on the didactic-pedagogical methodologies results from research actuation in projects, programs and curricular components during teaching preparation. The research is participant and the approach is qualitative. The methodology consists of two stages: first, there is a bibliographic survey, to understand the themes regarding teacher education, teacher planning, the teaching of Geography and the didactic-pedagogical methodologies in Primary and Secondary Education, the main readings refer to studies of Pontuschka, Paganelli, Cacete (2007); Rocha (2000); Freitas (2018); Silva (2007); Mosé (2013); Passos (2014); Vasconcellos (2006); Libâneo (1994); Cavalcanti (1998; 2012); Pimenta e Lima (2006). The second stage is characterized by interviews directed to four teachers of Geography inserted in schools where there are projects and programs of the University. As a result, the analyses through legal frameworks, it is assured the Law of Directives and Bases of Education - LDB (Law 9.394 / 96) that allows public school teachers a period for study, planning and evaluation within the workload and in Law no 11.738 / 08 that delimits 2⁄3 (two thirds) of the workload for planning. Concluded, it is worth notice the impasses that Geography teachers in Primary and Secondary Education deal with in their profession in which three main dimensions stand out: teacher professional development, support physical and pedagogical provided by the school, Geography school subject and teaching planning. Therefore, the construction of the teacher education identity in Primary and Secondary Education requires seeking professional preparation, which offers the theoretical and methodological references that address the demands of teaching planning and didactic-pedagogical actions in school geography to achieve protagonism of students, the approximation between public schools and University and the valorization of the teacher education as a collective category.