ANALYSIS OF (SELF)BIOGRAPHIC NARRATIVES OF GRADUATES IN GEOGRAPHY: REFLECTIONS ON TEACHING IDENTITY AND SCIENCE EPISTEMOLOGY

Authors

DOI:

https://doi.org/10.26895/geosaberes.v13i0.1148

Keywords:

Geography Epistemology, Teacher Formation, Teacher Identity

Abstract

The look at knowledge guide actions, being imperative for the teaching profession to have deep understading over the philosophical bases of science taught, as well as their own senses of education and teaching. Aiming to analyze the epistemological conceptions of Geography, as science and school discipline, expressed in (Self)Biographical narratives of graduates at UFPel/RS, this research was performed in three stages: Survey of the theoretical framework; data gathering with narrative interviews; and analysis of the produced data. As main results it was found a lack of self-referential reflections about epistemology of science and, also, a picture of epistemological disorientation due to the use of contradictory concepts to justify certain positionings.

Author Biographies

  • Juliana Schwingel Broilo, Federal University of Pelotas (UFPel), Brazil

    Master's student at the PostGraduate Program in Geography at the Federal University of Pelotas (UFPel).

  • Victória Sabbado Menezes, Paraná State University (UNESPAR), Brazil

    Professor of the Geography Collegiate at the State University of Paraná, União da Vitória campus (UNESPAR).

  • Gabriela Dambrós, Federal University of Pelotas (UFPel), Brazil

    Professor at the Department of Geography at the Federal University of Pelotas (UFPel).

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Published

2022-03-01

Issue

Vol. 13 (2022)

Section

Artigos

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How to Cite

ANALYSIS OF (SELF)BIOGRAPHIC NARRATIVES OF GRADUATES IN GEOGRAPHY: REFLECTIONS ON TEACHING IDENTITY AND SCIENCE EPISTEMOLOGY. (2022). Geosaberes, 13, 120-134. https://doi.org/10.26895/geosaberes.v13i0.1148