THE SOCIOCONSTRUTIVIST PEDAGOGIC PRACTICE OF THE CARTOGRAPHY OF THE COURSE OF GRADUATION IN GEOGRAPHY OF IFPE THROUGH THE SUPERVISED STAGE
Keywords:
Cartography, Geography teaching, Supervised Internship, teacher training, Socioconstructivist TheoryAbstract
The objective of this study is to understand the teaching of Cartography, based on the pedagogical practice of the trainee students of the degree course in Geography of IFPE from a socioconstructivist perspective. The study has as main theoretical framework the contributions of Castellar (2017), Matias (1996); Lima and Pimenta (2005/2006 and 2012); Vygotsky (1982); and Cavalcanti (2012). For the development of this research, the case study was adopted as method. The approach was qualitative. The research was developed at the EREM Professor Maria do Carmo Pinto Ribeiro, which is located in the neighborhood of Jardim Paulista, in the municipality of Paulista, in the state of Pernambuco. Five (05) classes of each trainee in high school were analyzed. The analyzes of the classes were made through non-systematic observations. We also applied semi-structured interviews with the trainees. In addition, the political pedagogical project of the undergraduate degree in Geography of IFPE - Campus Recife and the menu of the Basic Cartography curriculum component of this course were analyzed. It was understood that the pedagogical practices of the trainees have little criticality, dynamicity and attractiveness, besides little considering and deepening the spatial reality lived by the students. In addition, teaching does not present a process whose purpose is to act actively, participatory, interactive and protagonist by them. This research points to a need for reflection regarding the teaching of the pedagogical disciplines and, above all, Basic Cartography. In view of this, it is suggested to the specific and pedagogical knowledge of the said course, to teach to teach the school Geography. Based on this article, it is hoped to contribute, with regard to the importance of the following discussions about the articulation (or disarticulation) between the different knowledge (specific and pedagogical) of knowledge and its direct and indirect impacts on the teaching-learning process of Geography.
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