CONTRIBUTION TO CURRENT DEBATE ON TEACHER EDUCATION IN BRAZIL: FOR THE TRAINING OF FUTURE GENERATIONS IN VIEW OF THE RECONSTRUCTION OF SOCIO-CULTURAL

Abstract

This article is a communication on the fisrt aproaches to the results obtained with the research “Valorização da Geografia na Educação Básica”, in its pilot phase, carried out between April and August 2009, during the Universitary Extension Course named “Desenvolvimento Didático-Pedagógico de Aprendizagem Mediada de Geografia para a Educação Básica”. The research deals with the essential interfaces and linkages between teaching Geography in primary education and areas of interest that characterize teaching and research trends in Geography as an scientific and academic field, which consolidate its growing importance as a complex knowledge. Geography, as a school discipline, is here understood as an social practice essential to the formation of free and independent representations of both the world and of the existing relations inside the world, that circulate in society and culture. This qualitative research sought to characterize and understand the demands that are currently presented to teacher training through the narrative of teachers themselves on some everyday learning problems faced during their work, which highlights their need to question, radically, the theoretical and philosophical trends of cientific-technical nature that has predominated on the current debate over teacher’s training in Brazil. What the research indicates, to date, on the contrary to what might have seemed, is the need to further enrich theoretical and philosophical teacher training. It has been adopted, in this research, the concepts of mediated learning by Reuven Feuerstein, of dialogue in Mikhail Bakhtin, and also the idea of complex thought and the rewiring of knowledge historically produced and separated according to Edgar Morin. The concepts adopted form what we call “theoretical boundaries for teacher training”.