Teaching geography and pedagogical practices: simulated classes as a strategy in teacher training for basic education

Abstract

The articulation between theory and practice and the rapprochement between university and school are aspects of great relevance in teacher training courses. This text brings to the debate simulated classes in disciplines in the area of geography as a strategy to be used in the search for progress in these structuring issues. The objective of the article is to analyze simulated classes as a strategy of pedagogical practice in the teaching of geography in teacher training courses. Through an approach based on qualitative research and action research, procedures for bibliographic surveys, organization of simulated classes, observation of simulated classes and analysis of their formative results were developed. It was found that simulated classes value the undergraduate student as a subject of knowledge production, as well as promote their familiarity with classroom management, interaction with students and teaching, in addition to offering a resource for articulation between theory and practice that can be used in any discipline or semester of undergraduate courses.