The role of Geography teacher trainers in public school networks in São Paulo city

Abstract

This article discusses the role of Geography teachers’ trainers in public schools in a city in the state of São Paulo, from the perspective of the participants themselves. The reflections presented are part of an Academic Master’s research, completed in the field of Education. This investigation collected data through interviews, using a semi-structured interview guide, with three teacher trainers who worked in different institutions from the public education network. They represented the totality of trainers for the discipline of Geography in the municipality where the research was developed. The results demonstrate that the participants seek to disconnect from the directive
training practices. Conversely, they assisted the teachers by promoting mediation and dialogued training. Moreover, the results revealed difficulties on the part of the trainers, in describing the role they played together with Geography teachers and that, despite holding similar conceptions, the contexts of action and the training priorities of the institutions differed.