Implicações da formação continuada na prática pedagógica do(a) professor(a) no âmbito da cultura corporal do movimento
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Data
2013-02-27
Autores
Rossi, Fernanda [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa objetivou investigar, por intermédio de um programa de formação continuada no âmbito da cultura corporal de movimento, as possíveis implicações no repensar e na transformação da prática pedagógica de um grupo de professoras no que diz respeito ao ensino dos conteúdos da área de Educação Física. A investigação, de natureza qualitativa, teve como referencial empírico um programa de formação continuada realizado por uma Universidade pública em parceria com uma Secretaria Municipal de Educação do interior paulista. Ao longo de dois anos e meio o material empírico foi constituído com observações de campo do programa, análises documentais, questionários, entrevistas semiestruturadas, relatos orais e escritos e observações da prática pedagógica de um grupo de professoras. Participaram da primeira etapa das coletas sessenta e dois professores(as) da rede de ensino com formação em Pedagogia ou Educação Física, sendo que o aprofundamento da investigação focalizou um grupo de catorze professoras Pedagogas e oito estudantes-monitores(as) do curso de Licenciatura em Educação Física. Com fundamentação na análise de conteúdo, as considerações tecidas à luz da literatura revelaram que dentre as principais dificuldades dos professores(as) em relação a área da Educação Física predominou a falta de domínio dos conhecimentos específicos, procedimentos didático-pedagógicos e embasamento teórico, sendo que corresponde a esses fatores as suas expectativas de formação continuada. A partir da avaliação do programa, realizada pelas professoras, verificou-se uma composição multidimensional da satisfação, com destaque para o desenvolvimento da ação formativa na perspectiva da colaboração entre os sujeitos envolvidos. As possíveis mudanças na prática pedagógica, de acordo com as percepções das...
This research aimed to investigate, through a program of continuing education within the body movement culture, the possible implications in rethinking and transformation of pedagogical practice of a group of teachers with regard to teaching the content area of Physical Education. The research was conducted in a quantitative perspective and it had as a reference a program of continuing education conducted within the Physical Education for a public university in partnership with the Municipal Education in São Paulo. Over two and half years the empirical material was composed with field observations of the program, document analysis, questionnaires, semi-structured interviews, oral and written reports and field observations of the teaching practice of teachers. Participated in the first stage of sampling sixty-two teachers who majored in Pedagogy or Physical Education, and that further research focused on a group of fourteen educators and eight students-monitors of Physical Education. With grounding in content analysis, the considerations in the light of the literature revealed that among the main difficulties of teachers regarding the area of Physical Education predominated the lack of domain specific knowledge, didactic-pedagogical and theoretical procedures, and corresponds to these factors their expectations of continuing education. In the evaluation of the program conducted by the teachers there was a multi-dimensional composition of satisfaction, with emphasis on the development of formative action from the perspective of collaboration between the individuals involved. Possible changes in teaching practice, according to the perceptions of teachers, resulted from the deepening of the academic-scientific knowledge, as the domain of pedagogical aims, contents and didactic teaching procedures, systematic, theoretical and critical... (Complete abstract click electronic access below)
This research aimed to investigate, through a program of continuing education within the body movement culture, the possible implications in rethinking and transformation of pedagogical practice of a group of teachers with regard to teaching the content area of Physical Education. The research was conducted in a quantitative perspective and it had as a reference a program of continuing education conducted within the Physical Education for a public university in partnership with the Municipal Education in São Paulo. Over two and half years the empirical material was composed with field observations of the program, document analysis, questionnaires, semi-structured interviews, oral and written reports and field observations of the teaching practice of teachers. Participated in the first stage of sampling sixty-two teachers who majored in Pedagogy or Physical Education, and that further research focused on a group of fourteen educators and eight students-monitors of Physical Education. With grounding in content analysis, the considerations in the light of the literature revealed that among the main difficulties of teachers regarding the area of Physical Education predominated the lack of domain specific knowledge, didactic-pedagogical and theoretical procedures, and corresponds to these factors their expectations of continuing education. In the evaluation of the program conducted by the teachers there was a multi-dimensional composition of satisfaction, with emphasis on the development of formative action from the perspective of collaboration between the individuals involved. Possible changes in teaching practice, according to the perceptions of teachers, resulted from the deepening of the academic-scientific knowledge, as the domain of pedagogical aims, contents and didactic teaching procedures, systematic, theoretical and critical... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Teachers, Training of, Professores - Formação, Educação fisica, Educação física - Estudo e ensino, Ensino fundamental, Identidade profissional, Formação profissional, Educação de crianças, Politicas publicas, Educação e Estado
Como citar
ROSSI, Fernanda. Implicações da formação continuada na prática pedagógica do(a) professor(a) no âmbito da cultura corporal do movimento. 2013. 2 v. Tese - (doutorado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Instituto de Biociências de Rio Claro, 2013.