CONSIDERATIONS ABOUT KNOWLEDGE OF CONTENT FIELD AND CITY

Abstract

In the context of Geography, we present in this text one of the categories of teaching knowledge proposed by Shulman (1986; 1989; 2014) called “Knowledge of Content”. The value of the disciplinary content and the pedagogical action of the teacher represent aspects estimated by Shulman and resulted, among other propositions, in the identification of knowledge categories: knowledge of the content; general pedagogical knowledge; knowledge of the curriculum; pedagogical content knowledge; knowledge of students and their characteristics; knowledge of educational contexts; knowledge of the purposes, purposes and values of education. In this way, we expose part of the study's reflections resulting from research on the knowledge of the Geography teacher regarding the field and city content. The research subjects involved four experienced professionals, graduated in the Geography course at the Federal University of Mato Grosso do Sul, Três Lagoas Campus, MS, working in a local public school, Três Lagoas, MS and in nearby municipalities, in Pereira Barreto and Castilho, both in the state of São Paulo. Through qualitative research with bibliographic survey, data collection, analysis of results in the light of theoretical frameworks, we seek to understand the teacher's knowledge and highlight the central function of geographical content.