Carlos Alberto Lobão da Silveira Cunha

Relações entre conteúdo e forma de conhecimentos e práticas pedagógicas em Geociências: imaginário de futuros professores numa disciplina de licenciatura

Researches and studies about teaching, history and epistemology of Earth Sciences have been developed strongly associated with teacher/researcher undergraduate teaching practices. At the same way, in this work we aimed to comprehend the relationships that geography undergraduate students establish between the content/shape developed within a scientific undergraduate discipline and the professional content/shape, i.e., as it has thought in relation to the basic school, to being teacher. The students’ answers to a question we made indicated that they represent a n activity developed at that course in the relation with their imaginary about being a teacher. The analysis showed that the meanings were produced in different ways by the students, making work different imaginaries from which those meanings were produced, and different aspects of their memory as basic school students and the way they represent the content and teaching practices of school geography. The analysis showed that the activity is not transparent about its teaching content, because those meanings were the product of different discursive memories, related to different student-positions. This study point out the importance to consider and the possibility to work with future teachers imaginaries about teaching in relations that they establish to the content/shapes of their undergraduate scientific disciplines. Key-words: imaginary; discourse; memory; teaching formation; Earth Sciences

Relations between shape and content of Geoscience pedagogical knowledge and practice: imaginary of future teachers at an undergraduate teaching license discipline

Researches and studies about teaching, history and epistemology of Earth Sciences have been developed strongly associated with teacher/researcher undergraduate teaching practices. At the same way, in this work we aimed to comprehend the relationships that geography undergraduate students establish between the content/shape developed within a scientific undergraduate discipline and the professional content/shape, i.e., as it has thought in relation to the basic school, to being teacher. The students’ answers to a question we made indicated that they represent a n activity developed at that course in the relation with their imaginary about being a teacher. The analysis showed that the meanings were produced in different ways by the students, making work different imaginaries from which those meanings were produced, and different aspects of their memory as basic school students and the way they represent the content and teaching practices of school geography. The analysis showed that the activity is not transparent about its teaching content, because those meanings were the product of different discursive memories, related to different student-positions. This study point out the importance to consider and the possibility to work with future teachers imaginaries about teaching in relations that they establish to the content/shapes of their undergraduate scientific disciplines. Key-words: imaginary; discourse; memory; teaching formation; Earth Sciences