Os Discursos dos professores aposentados e ativos sobre o livro didático de geografia: função, critérios de escolha e avaliação

Abstract

The dissertation presents as central focus: The analyzes of the discourses of retired and active geography teachers of the municipality of Dourados / Mato Grosso do Sul about some geography textbooks. We selected twelve geography teachers from among them, six retired teachers and six active teachers. We initially locate who these teachers are, their trajectories (personal and professional) and their influences throughout their academic training. As a central objective, we sought to compare the discourses of retired and active teachers on the geography textbook throughout their teaching practice, highlighting their perspectives on this material. From a bibliographical survey and interviews with retired and active teachers between 2015 and 2016, we compare and analyze their perceptions. We identified the discourses regarding the role of didactic books in geography classes, being essential for the teaching-learning process. There are also some challenges to information and communication technologies, especially with its expansion from the 21st century onwards, creating tension between printed material (textbook) and digital and audiovisual resources, as well as the internet. Another discourse is related to the criteria of choice of didactic book by the teachers of geography. They present as criteria: the images, the contextuality of the information, the language (comprehensible to the students) and, above all, its approximation with the curricular referential. We also discuss how the publishing market influences this choice by promoting events and cocktails to seduce teachers. Finally, we present the perspectives of the teachers about each outstanding book, being: collection Geography of Melhem Adas; Critical Geography collection by José W. Vesentini and Vânia Vlach and the Araribá Geography Project collection. Some retired teachers point out the perceived changes in content, highlighting the improvement with the availability of more resources, such as the internet, the digital whiteboard, the projector and the communication and information technologies. Some active teachers, on the other hand, demonstrate the difficulty in working with these audiovisual resources, noting that the book should be present both for the student and as an instrument that systematizes content. We perceive sometimes similarities and sometimes differences between the discourses of retired and active teachers, in which, when analyzing didactic book, they share their experiences and particular experiences that interfere with school practice.