NDLI: Complexidade Conceitual Na Construção Do Conhecimento Do Conteúdo Por Professores De Geografia

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Complexidade Conceitual Na Construção Do Conhecimento Do Conteúdo Por Professores De Geografia

Content Provider	Semantic Scholar
Author	Ascenção, Valéria De Oliveira Roque Valadão, Roberto Célio
Copyright Year	2017
Abstract	Este trabalho trata de uma investigacao referente a apropriacao conceitual por professores de Geografia. A partir de trabalhos de Bernstein (1996), Shulman (1986) e Bloom et al. (1956), buscou-se identificar operacoes intelectuais arregimentadas por professores de Geografia ao lancarem mao do conhecimento conceitual do conteudo, com fins de interpretar a espacialidade de um dado fenomeno. Tais interpretacoes foram construidas com base em mapas conceituais, produzidos por professores de Geografia atuantes nos anos finais do Ensino Fundamental e no Ensino Medio, durante uma oficina formativa. Constatou-se, atraves desses mapas conceituais, que a maioria dos sujeitos de pesquisa nao conseguiu lidar com os conceitos como constituintes de um raciocinio espacial, mas sim como meros informativos acerca de elementos presentes no fenomeno foco. PALAVRAS-CHAVE Formacao de Professores. PCK. Conceitos fundantes da Geografia. Mapas conceituais. Niveis de aprofundamento dos conhecimentos.CONCEPTUAL COMPLEXITY IN THE CONSTRUCTION OF KNOWLEDGE CONTENT BY TEACHERS OF GEOGRAPHYABSTRACT This paper deals with an investigation concerning Geography teachers’ conceptual appropriation. Framed by the insights from Bernstein (1996), Shulman (1986) and Bloom et al. (1956), we sought to identify which intellectual operations Geography teachers employed when they resorted to conceptual knowledge of the content to interpret the spatiality of a given phenomenon. Interpretations were built on the basis of conceptual maps produced by the Geography teachers working in the final years of elementary school as well as high school during a teacher development workshop. Results from the use of these conceptual maps show that most of the Geography teachers could not deal with the concepts as constituents of a spatial reasoning, but rather as mere information about elements present in the focus phenomenon. KEYWORDS Teacher development. PCK. Funding Geographical concepts. Conceptual maps. Deepening levels of knowledge. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCACAO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - revistaedugeo@revistaedugeo.com.br
Starting Page	5
Ending Page	23
Page Count	19
File Format	PDF HTM / HTML
Volume Number	7
Alternate Webpage(s)	http://www.revistaedugeo.com.br/ojs/index.php/revistaedugeo/article/download/458/275
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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