Training of teachers and school mapping: a contribution to the Geography

Abstract

The purpose of this work is to debate on the relevance of research experiences in the formation of Geography teachers, as well as to indicate the importance of articulating research and teaching activities in the University. One will observe that, among Geography degrees, an anarchical conceptual model prevails, in which pedagogical content is attributed to specific discipline courses, without an articulation to the science in question. It is also noted that the distinction between the formation of the graduate and the teacher needs reflection, since there is no significant difference paradoxically between the curricular components of the two modalities. This work indicates the relevance of research in School Cartography, concluding that it is urgent to debate on the thematic amplification of research in Geography education, with the goal of promoting a consolidation or a configuration of a specific field of research in School Geography.