O professor de Geografia e o conhecimento pedagógico do conteúdo uma análise no 6° ano do Ensino Fundamental

Abstract

The teaching profession, as a representative of the teaching-learning process, has unique characteristics in its construction that differentiate it from a bachelor's degree. Geography is fundamental as a subject in elementary education, as it is responsible for developing spatial and landscape analysis in students' education, aiming to foster an understanding of geographic space as a means of forming critical citizens. This research aimed to understand the approach used by teachers regarding Geography content in the school environment, particularly in the 6th grade of Elementary School at Escola Estadual Frei Egídio Parisi. This study was developed through a methodological approach that encompassed pedagogical content knowledge, seeking to understand the essence of the teaching profession as a disseminator of science. Semi-structured interviews were conducted with Geography teachers from the state elementary school system, and practical activities were applied to 6th-grade students. This dissertation aimed to contribute to the appreciation of the teaching profession, particularly in relation to Geography, demonstrating the teacher's unique ability to transform scientific knowledge into something comprehensible for students. The results of this research show that teachers inherently possess pedagogical content knowledge and develop it even without explicit awareness of the concept. Furthermore, an analysis of the guiding document BNCC revealed that Geography is underexplored and not explicitly presented, with superficial concepts. The study also found that geographic science in teaching is anchored in the concepts of landscape and space as foundations for PCK, with the ultimate goal of enabling students to understand geographic space