A formação inicial de professores de Geografia: uma análise a partir da Universidade Federal da Grande Dourados (UFGD) – currículo, percepções e perspectivas

Abstract

The initial training of Geography teachers in Brazil presents challenges related to the articulation between educational policies, curricular organization, formative practices, and the lived experiences of those in training. In this scenario, understanding how these elements are realized in undergraduate courses becomes essential to evaluate the effectiveness of the formative processes. This research analyzes the Geography undergraduate course at the Federal University of Grande Dourados (UFGD), situating it within the context of the National Curricular Guidelines and the contemporary demands of geographical education. The study seeks to understand how the curriculum articulates specific knowledge, pedagogical knowledge, and practical experiences, and what meanings students, graduates, and teachers attribute to initial training. The general objective is to analyze the Geography undergraduate course at UFGD, focusing on the curriculum, formative practices, and the perceptions of students and graduates about teaching. To this end, guiding documents (LDB, DCNs, PPC), curricular organization, and the subjects' conceptions of their formative trajectory are investigated. The research adopts a qualitative approach, supported by document analysis and case study. The methodological procedures involved: (a) analysis of the Course Pedagogical Project and regulations; (b) application of questionnaires to undergraduate and graduate students, allowing mapping of perceptions about training, internship, practice, and teaching performance; and (c) semi-structured interview with a course professor, deepening the understanding of challenges, advances, and specificities of initial training. The data were organized into categories and analyzed in light of references on teacher training and geography teaching. The results show that the course presents advances in the consolidation of a critical and socially referenced training, valuing the understanding of geographic space and fieldwork. However, challenges persist, such as the fragmentation between specific and pedagogical content, the need for greater integration between theory and practice, and the strengthening of links between university and school in supervised internships. The participants' perceptions reveal both strengths of the course—critical engagement, diversity of experiences, and construction of teacher identity—and weaknesses related to practical workload and curricular articulation. It is concluded that the course fulfills its formative function, but requires structural adjustments to more effectively integrate curriculum, practice, and school reality, strengthening teacher professional development.