Navegando por territórios de formação docente permanente no ensino de geografia em Lages, Santa Catarina, Brasil: o local e o global em diálogo

Abstract

This paper aims to analyze public policies between 2012 and 2021 on permanent training of geography teachers from the City Educational System of Lages, Santa Catarina, Brazil, and how they affect (or not) in their praxis. I highlight that I chose as a starting point for the theoretical scope to base my thesis on a metaphor. The metaphorical articulation between life and sailing is one of those common places in poetry that does not seem to wear out. My choice is based on a trip that takes as its cartographic path the permanent training of geography teachers, geography teaching in curricular public policies and pedagogical praxis. I believe it necessary to understand how public policies for Basic Education, which guide the training of geography teachers from the City Educational System of Lages, imply in the pedagogical teaching practice based on the praxis. The curricular policies are not neutral; they are pervaded by discourses, disputes, ideologies, political interests, and power relations. In the teaching of geography, that becomes even more evident through curriculum epistemological choices, as well as through the way teachers understand these guidelines, as allies in their practice (or not). I define my empirical basis supported by listening to teachers and training teachers, besides documental research and, finally, the use of the Geography Information System (GIS), which intertwines with the investigative object in the role I take as cartographer-researcher, being the cartographer responsible for the elaboration and confection of charts and maps. In the cartography of the thesis, I guide myself by the cardinal points, defined as the specific objectives: a) analyze the space of geography in public policies that guide the permanent training of teachers from the local to the global scope; b) investigate the results of new public policies in curriculum elaboration for geography teaching; c) describe how the moments of permanent training take place and are organized in the City Educational System of Lages, based on documents and geography teachers' perceptions; d) verify, based on the teachers? narratives, if the changes in public policies and the permanent training of geography teachers are articulated with their pedagogical practice. The ship that has accompanied us through the metaphor analysis bypasses the cooperation of the parts that comprise it, especially the one that commands it. I assume the need to position myself in face of the conducted study, conceiving the thesis that I defend based on the following meaning: curricular public policies for Basic Education, from local to global in dialogue, which guide the geography teacher permanent training in the City Educational System of Lages, Santa Catarina, Brazil, are correlated in a fragmented way with permanent training. Not all teachers have work conditions that favor the participation in training meetings, as well as there is a contradiction in the meaning assigned to the study meetings, as some dissociate the theories from the teaching practice, which implies in pedagogical practice and knowledge that is distant from the daily life of teacher training and training teachers, which reverberates little in the praxis. [resumo fornecido pelo autor]