Resumo

COPATTI, Carina. Pedagogical-geographical thinking of teacher and autonomy teaching. Educação. Santa Maria [online]. 2021, vol.46, e42506.  Epub 07-Dez-2023. ISSN 1984-6444.  https://doi.org/10.5902/1984644442506.

The article presents as a proposal to debate the concept of pedagogical-geographic thinking of teachers as a construct of the professional necessary for teaching autonomy. It starts with the following question: in what way, in the formation of the Geography teacher, is Pedagogical-Geographic Thinking constituted and how does it contribute to teaching autonomy? This article results from an excerpt of the doctoral thesis and proposes a theoretical debate that relates theoretical references and elements originated from the empirical research carried out with teachers who work in basic education, the final years of elementary school. The semi-structured interview was used as a resource and the Content Analysis by Laurence Bardin (2011) as a methodology for data analysis for the construction of the categories, which were interpreted from the Critical Theory and Hermeneutics. In this process, an initial movement of reflection on geographic thinking and geographic thinking of the teacher results, and, later, reflections on the concept of pedagogical-geographic thinking as a necessary structure for the construction of the teaching autonomy of the Geography teacher.

Palavras-chave : Teacher training; Teaching autonomy; Pedagogical-geographical thinking.

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