Teaching plans of the Geography teacher graduation courses

Abstract

The aim of this article is to present a reading of 306 teaching plans for compulsory subjects in eight Geography teacher training courses in Brazil, Spain and Portugal. As a criterion for choosing the institutions, public universities distributed in the five regions of Brazil that had an already consolidated graduate program were selected, with training at master's and doctorate levels. As for European universities, two were selected, namely: the University of Santiago de Compostela (USC-Spain) and the University of Minho (UMINHO-Portugal). It is important to note the existence of cultural differences between institutions, especially those located on the European continent that underwent structural reforms resulting from the Bologna Treaty, signed in 1999, with the aim of unifying the higher education system throughout the European bloc, realizing the so-called European Higher Education Area. Such differences do not allow for simplistic comparisons between institutions. From the perspective of qualitative research, of a documental nature, we opted for content analysis in the field of teacher training and the history of disciplines. Despite the relevance indicated in the theoretical contributions of the field of study, both in Brazil, Spain and Portugal, wasn’t shown, in the teaching plans of subjects with specific content of Geography, in force in 2013, the approach of aspects teaching or teaching sessions, nor interdisciplinary actions, articulation between theory and practice and between teaching and research.