Entre a epistemologia da ciência e a formação de professores de geografia: a busca de conhecimento e de sentido na construção da identidade docente

Abstract

This research main goal is to investigate, through (Self)Biographical Narratives and life stories approach, how college professors’ epistemological conceptions influence, or not, their teaching and learning strategies, especially regarding Geography teachers training. Beyond the author's affective motivations, such directions are outlined by the relevance of “thinking paths” to (re)orient “action paths” in Geography teaching context, taking into account that a teacher epistemological bases anchors their daily practice. In the current scenario of fleetly informational exchanges and constant transformation of "social stages" in all scales, it's imperative the reflective practice concerning teaching practice. Considering this assumption, it is developed the fundamental concept that it is extremally important to investigate relations between the construction of teachers’ epistemological conceptions and its identity construction as a teaching professional. In order to attain it, an exploratory research with qualitative methodology was carried out. After the bibliographic survey about teacher training, Geography epistemology and (self)Biographical narratives, a narrative interview was conducted with a college professor from Pelotas Federal University. The field research was based on life stories, following the methodological procedures of narrative interviews. The analysis of the collected data was built upon the guidelines of thematic analysis regarding narrative interviews and on the scenic understanding method. The intertwining of theoretical research and the field research generated pictures about becoming a Geography teacher which was based on the criterion that the collected data were memories representations that one comes into contact while getting to know a narrative, those generated pictures outlined a deep and significant relationship between meaning and knowledge, apart from a linear influence of epistemological conceptions on teaching practice. The paths that were taken have shown the (Self)Biographical narrative potentials as an investigative method not only to understand the complex phenomenon of teaching identity construction but also its formative possibilities framed through (re)signifying oneself process with life stories.