Trends in Undergraduate Program Curriculum Frameworks

A Geografia é uma ciência do cotidiano e vem passando por um processo de avanço e de popularização, no sentido de propiciar melhores compreensões da realidade, o que confirma a importância de estudos que tratem da questão da formação do professor de Geografia. Assim, o presente artigo tem por objetivo estudar o processo de formação docente em Geografia tendo por base a estrutura curricular e no Projeto Pedagógico do Curso da Universidade Federal de Goiás - Regional Catalão. Para realização da pesquisa, foi feita uma revisão de literatura sobre a temática e a pesquisa documental, na qual foram analisados dados dos três últimos Projetos Pedagógicos, 1992, 2005 e 2009, e entrevistas com alunos e professores do Curso de Geografia Regional Catalão e suas respectivas estruturas curriculares, anual e semestral. Acredita-se na importância do papel do professor de Geografia na sociedade, além da importância de sua qualidade, o mesmo age diretamente na esfera social, formando opiniões e propiciando o desenvolvimento crítico, reflexivo e intelectual da sociedade no qual sua formação deve corresponder aos anseios e problemas sociais. PALAVRAS-CHAVE Formação docente em Geografia. Projeto Pedagógico. Estrutura Curricular. GEOGRAPHY TEACHERS IN TRAINING AND CURRICULUM STRUCTURE: the undergraduate program of Campus Catalão/UFG ABSTRACT Geography is a science of everyday life and is undergoing a process of advancement and popularization in order to provide better understanding of the world, confirming the importance of studies that address the issue of training of geography professore. Thus, this article aims to study the process of teacher training in geography based on the curriculum and the Course Pedagogical Project of the Federal University of Goiás - Regional Catalan. To conduct the survey, a literature review was made on the subject and the documentary research, which analyzed data from the last three pedagogical projects, in 1992, 2005 and 2009, the Regional Catalan Geography course and their curriculum frameworks, annual and every six months. KEYWORDS Teacher training in Geography. Educational Project. Curricular Structure. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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Exploring toddlers’ rituals of ‘belonging’ through risky play in the outdoor environment

Contemporary Issues in Early Childhood ◽

10.1177/1463949120987656 ◽

2021 ◽

pp. 146394912098765

Author(s):

Helen Little ◽

Matthew Stapleton

Keyword(s):

Risk Taking ◽

Well Being ◽

Outdoor Environment ◽

Early Childhood Curriculum ◽

Social And Emotional Development ◽

Self Identity ◽

Social And Emotional ◽

Curriculum Frameworks ◽

Risky Play ◽

Historical Model

The notion of ‘belonging’ is a core component of many early childhood curriculum frameworks and recognises the importance of children’s sociocultural context for their self-identity and well-being. Children’s risk-taking in play has also been the focus of contemporary research in examining its beneficial role for children’s physical, social and emotional development. This study applies diverse disciplinary and theoretical lenses, including Hedegaard’s cultural-historical model and Gibson’s affordance theory, to present a critical and multi-perspective understanding of children’s experience of ‘belonging’ and risky play. The study involved naturalistic observations of 18–26-month-old children’s outdoor play in an environment designed to provide affordances for risky play. The findings suggest that children’s engagement in risky play also supports their sense of belonging through their shared engagement in risky-play experiences.

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Teaching 7000 Students Per Year

International Astronomical Union Colloquium ◽

10.1017/s0252921100086450 ◽

1990 ◽

Vol 105 ◽

pp. 76-80

Author(s):

R. Robert Robbins

Keyword(s):

Graduate Students ◽

Liberal Arts ◽

Teaching Program ◽

Undergraduate Program ◽

Credit Hours ◽

University Of Texas ◽

The World ◽

Teaching Faculty ◽

The University

The undergraduate program at the University of Texas has grown into the largest astronomy teaching program in the world, with some 7000 students per year (almost 20,000 credit hours). The department has 22.5 Ph.D.-level teaching faculty, about 45 graduate students, and about 40 pre-professional undergraduate majors. But most of the enrollment is in courses that satisfy the science requirements of students in liberal arts and non-technical majors. In 1985–86, 96.4 per cent of our undergraduate credit hours taught were in such classes. It is instructive to examine the historical reasons for our growth and its educational consequences, and to draw some conclusions from both for other programs.

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