A formação inicial de professores de Geografia: diálogos com a produção científica atual, os saberes docentes e o Conhecimento Pedagógico do Conteúdo

Abstract

This dissertation aims to analyze the theory of Pedagogical Content Knowledge by Lee Schulman and to establish a relationship between this theory and the teachers’ knowledge with the purpose of contributing to the education and initial formation of geography teachers. In order to contemplate this proposal, the teachers’ initial knowledge of geography is investigated using the proposals made by Lana Cavalcanti, Maurice Tardif and Clermont Gauthier; the current scientific production in the field of Geography Teaching is investigated through a literature revision in articles classified as Qualis Capes B2 or superior, and published in the annals of the National Meeting of Practice and Teaching of Geography; from Lee Shulman’s proposals, the Pedagogical Content Knowledge is characterized; and Shulman’s theory is articulated with the teachers’ knowledge, aiming to establish a relationship between the lecturer’s initial formation and the knowledge shown. Methodologically, a dialectical approach, a qualitative research, a theoretical research and Systematic Review of Literature and Discursive Textual Analysis are used. The main results present, in a theoretical foundation, the conception that the teachers’ knowledge is composed of three different types of knowledge: experience, pedagogical-didactic, and specific knowledge. Literature review exposes the following potentialities in regarding the debate of the initial lecturer’s formation in Geography: (1) promoting a greater pedagogical-didactic knowledge in future lecturers; (2) encourage research throughout the graduation degree; (3) include with a bigger emphasis the professional in the current school scenario; and (4) lessen the difference between Academic Geography and School Geography. It is concluded that Pedagogical Content Knowledge proficuously interacts with the lecturer’s geographical knowledge and poignantly contributes to the problematic issues present the Geography teachers’ formation.