A TEORIA E A PRÁTICA NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA NA MODALIDADE SEMIPRESENCIAL / THEORY AND PRACTICE IN THE DEVELOPMENT OF GEOGRAPHY TEACHERS THROUGH DISTANCE EDUCATION MODALITY

• Main Authors: Glaucio José Marafon, Anercilia Martins, Vanilda Teófilo
• Format: Article
• Language: Spanish
• Published: Universidade do Estado do Rio de Janeiro 2018-06-01
• Series: Geo UERJ
• Subjects: educação a distância; transposição didática; processo ensino aprendizagem; formação de professores.
• Online Access: https://www.e-publicacoes.uerj.br/index.php/geouerj/article/view/35640
• ISSN: 1415-7543; 1981-9021

This work presents an experience resulting from a course for Geography undergra-duates (future teachers) — teaching of Theory and Practice in Geography subject — in a bifacial system (physical attendance/on-line engagement) linked to the licentiate ma-jor in Geography of Rio de Janeiro State University (UERJ/CEDERJ) and through the guidance of the course coordinator. Insofar as the course developed, the idea of writing on the work being performed grew. The aim was to highlight the importance of the di-dactic transposition, especially in distance education modality as we understand it, meaning that learning does not happen accidentally; the other way round, it requires specific planning and techniques, for it occurs outside conventional educational spaces, its communication relies on different technologies. The methodology followed theo-retical assumptions of constructivism and sociohistorical psychology. The intention is to help improving the preparation of students to work in an inclusive educational system, that is to say, in a system that privileges the plurality of subjectivities and knowledge, even though teacher’s education context poses challenges and difficulties.