A contribuição da aula de campo na formação dos professorandos e professores licenciados no curso de Licenciatura em Geografia do IFPE - Campus Recife.

Abstract

The perception of degree students and teachers licensed in the Geography course at IFPE about the field class in the process of teacher training is one of the aspects that are relevant for understanding the problem of this research. Field classes, often called field work, environmental study, didactic excursion, technical visit, middle study, etc., are activities that involve the displacement of students to environments beyond the physical limits of the classroom, enabling direct contact with their objects of study. This research aims to understand the conception of degree students and teachers licensed in the Geography course at IFPE - Campus Recife regarding the contribution of the field class in the course of their training process and the role it plays in the construction of teaching knowledge and in pedagogical mediation between academic geography and school geography. The study starts from the perspective of the field class as an essential methodological didactic procedure for the formation of the geography teacher. The methodological theoretical framework was based on several thinkers and researches dealing with fieldwork and the teaching of geography. The investigation used a qualitative research methodology, of an exploratory nature and of the type of survey, through a research with degree students and teachers trained in licentiate. For data collection, the questionnaire, semi-structured interview and document analysis were adopted as methodological procedures. The systematization of the data was based on the method of content analysis, due to the possibility of creating categories that stood out the most in the subjects' speech, in which they served as a basis for the discussion of the theme in question. It was verified in the speeches and documents analyzed that the field classes in the Degree in Geography at IFPE have an interdisciplinary character, which allows students involved in these activities to develop a geographical look and begin to understand the issues theoretically seen in the classroom in the empirical. It is concluded that training based on the development of this methodological didactic procedure with the undergraduates allows them to develop a series of knowledge linked to lived experiences that allow the development of a solid teaching practice, enabling a significant pedagogical mediation between academic geography and geography school in a critical and reflective way.