2026-06-102026-06-102021-12-06SILVA, Francilene Kamila Luz da. Ensino de geografia e formação docente: refletindo sobre a prática pedagógica. Orientador: Antônio de Pádua de Mesquita dos Santos Brasil. 2021. 15 f. Trabalho de Conclusão de Curso (Licenciatura Plena em Geografia) – Curso de Licenciatura Plena em Geografia, Campus XX, Universidade do Estado do Pará, Castanhal, 2021. Disponível em: Endereço eletrônico. Acesso em: dd mês. ano.https://bibliotecadigitaldetcc.uepa.br/handle/riuepa/733This is a work in the form of an article, exceptionally presented to the Coordination of the Full Degree Course in Geography, replacing the monograph of Course Conclusion Work (TCC). It aims to reflect with fundamentals in the bibliographic literature issues that deal with the teaching of geography related to teacher training and pedagogical practice. It has the following guiding questions: 1. Teacher training can explain the unclear way in which contents and methods are learned in schools. geography classes ?; and 2. Does the fact that schools still have didactic models guided by content inhibit the performance of the teacher, even if the teacher has continued critical education? With this, he sought, in a general way, to understand the role that the pedagogical practice plays in the formation of the geography teacher; and specifically to see to what extent teacher training can explain the unclear way in which to learn content and methods in geography classes; in addition to reflecting on didactic models guided by content and its possible inhibition of teacher performance. Following methodological steps of the literature review, the answers to the questions asked indicate that, in addition to teacher training, curricular guidelines and school programs; as well as professional identity are factors that explain the unclear way in which students learn the contents of geography, and what is their use for the society-nature relationshipLíngua PortuguesaAbertogeographypedagogicalArtigo Científico (TCC)