Banca de DEFESA: CIDIANE FIGUEIRA CARDOSO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CIDIANE FIGUEIRA CARDOSO
DATE: 14/12/2023
TIME: 09:00
LOCAL: meet.google.com/gjs-scne-qcx
TITLE:

EMERGENCY REMOTE TEACHING IN THE STATES OF PARÁ AND MINAS GERAIS: TEACHER TRAINING IN GEOGRAPHY IN TIME OF PANDEMIC IN THE CONTEXT OF UFOPA AND UFSJ

KEY WORDS:

Atypical teacher training, Geography teaching; Pandemic

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Geografia
SUBÁREA: Geografia Humana
SUMMARY:

Teacher training is a relevant topic to be discussed in the social and academic scenario experienced with the Covid-19 pandemic. The research investigates the changes, modifications and possible consequences in the training of geography teachers, in two federal universities, in different Brazilian states, the Federal University of Western Pará in the city of Santarém – PA and the Federal University of São João Del-Rei , in the city of São João Del-Rei in Minas Gerais – MG. The objective is to understand how the organization of Emergency Remote Education (E.R.E) occurred at UFSJ and UFOPA during this period. And, analyze the conditions and changes to the curricular units relating to teaching in the training of geography teachers, supported by official documents. Therefore, a qualitative research, of the documentary research genre, which considers resolutions and standards issued by the federal government, as well as the teaching plans and the Pedagogical Course Project of UFSJ and UFOPA. The research is based on the theoretical discussion about teacher training, based on teaching knowledge and knowledge discussed by Gauthier et al. (1998), Pimenta (1998, 2006), Tardif (2022, 2008), Shulman (2005), in researchers in the field of education such as Frigotto (1981), Novóa (1992), (2006), Gatti (2010; 2019) and Libanêo (2015). In researchers in the field of Geography Teaching, who discuss geography training and teaching, such as Callai (1998, 2010, 2011), Cavalcanti (2002, 2017), Castellar (2010), Santos and Straforini (2018) and other geography authors. The methodology is mainly based on content analysis, documents, organized in four stages: bibliographical surveys, official documents, academic documents, teaching plans, etc.; organization and processing of data and information from documents collected; production of spreadsheets and diagrams as a way of systematizing the main data and information collected and, finally, analysis and discussion of the results. Among the results, the following stand out: - the autonomy of UFOPA and UFSJ to make changes and changes in the conduct of academic and pedagogical activities, supported by federal and institutional resolutions and opinions; - technical and pedagogical paths and different academic schedules adopted by both universities researched; - implementation of most of the curricular units provided for in the Geography PPC of UFOPA and UFSJ during Emergency Remote Education (ERE); - variation in the assessment format, availability of material and content across the two Geography courses; - distinction in the conditions for carrying out the supervised internship and fieldwork in the aforementioned geography courses researched; - verification, through the documents and materials analyzed, of the challenges experienced by teachers and students, of the two geography courses, as experience and part of teaching knowledge in the face of the diverse and atypical reality in teacher training during the pandemic period.

BANKING MEMBERS:
Presidente - 2172566 - CARLA JUSCELIA DE OLIVEIRA SOUZA
Externa ao Programa - 3325515 - PATRICIA MARTINELLI
Externa à Instituição - JANETE REGINA DE OLIVEIRA - UFV