Being and Doing of the Teacher: the epistemology of Geography teachers’ practice ; Ser-Estar-Hacer Docente: la epistemología de la práctica del(la) profesor(a) ; Ser-Estar-Fazer Docente: a epistemologia da prática do/a professor/a de Geografia

This article aims to discuss the epistemology of geography teachers’ practice in order to analyze the epistemological lines of Geography and Education that characterize the being and doing of the teacher. To that end, the research methods carried out were a literature review and a field research through simple observation of classes of geography teachers in a public school and classes of geography undergraduate students of a federal university in mandatory teaching practice in a town in Rio Grande do Sul. Both groups showed dissimilarities; namely, the undergraduate students draw on a wide range of teaching resources, and the teachers aim to their students’ comprehensive development, not focusing their classes only on geographical content. Regarding the similarities, both groups lacked dialogicity in their teaching, and showed an epistemological contradiction of both Geography and Education in their work. Nevertheless, empiricism prevailed in the epistemology of the practice of teachers and academics, contributing to the reproduction of geography teaching with limited significance to students, revealing the need of rethinking geography teaching degrees not only regarding their methodology, but specially their epistemology. ; Este artículo presenta el intento de discutir la epistemología de la práctica del profesor de Geografía con el fin de analizar las líneas epistemológicas de la Geografía y la Educación que caracterizan el ser-estar-hacer docente. Para tanto, se llevó a cabo una revisión bibliográfica y una investigación de campo con la observación simple de clases de profesores de Geografía de la enseñanza básica pública estadual de un municipio del interior de Rio Grande do Sul y de clases deprácticas obligatorias de estudiantes de profesorado en Geografía de una universidad federal del mismo municipio. En cuanto a las disonancias entre los grupos, se destaca que los académicos se valen de una mayor diversidad de recursos didácticos y los profesores no centran sus clases solamente en los contenidos ...