Elaboração, implementação e avaliação de um curso de formação continuada em educação em valores na modalidade EaD
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Data
2018-05-30
Autores
Ferreira, Dirlene Almeida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Compreende-se que a escola deve ser um espaço de formação humana em que sejam refletidos e vivenciados valores para uma convivência democrática e respeitosa entre os que a frequentam. Esta instituição precisa estar comprometida com o aprimoramento das relações interpessoais e a formação do estudante para que ele venha responsabilizar-se por suas ações. Sustentada neste entendimento, esta pesquisa se propôs elaborar, implementar e avaliar um curso de Educação em Valores para professores de Educação Física de Ensino Fundamental, no intuito de investigar quais os limites e possibilidades da formação continuada na modalidade EaD com foco nesse tema. O estudo teve como objetivo descrever e analisar a realização de um curso de formação continuada EaD sobre a temática Educação em Valores com professores de Educação Física do Ensino Fundamental Anos Finais. O lócus foi a cidade de Maracanaú, região metropolitana de Fortaleza - CE. A população abrangeu os professores de Educação Física da rede Municipal de ensino de Maracanaú. Como sujeitos desta investigação participaram os professores efetivos de Educação Física do Ensino Fundamental, lotados nas turmas de 6° ao 9° ano. Para atingir o objetivo proposto desenvolveu-se uma pesquisa descritiva de natureza qualitativa, que consistiu no planejamento, produção, implementação e análise de um curso de formação continuada em Educação em Valores na modalidade EaD, subdividido nas seguintes etapas: 1) produção/formulação do curso; 2) oferta e desenvolvimento do curso pelos professores participantes e 3) análise do curso. Os dados que subsidiaram a análise foram obtidos das entrevistas e dos textos produzidos pelos docentes durante o curso sendo eles: texto da Atividade 1, memorial reflexivo e relato de experiência. Utilizou-se a análise textual discursiva (MORAES; GALIAZZI, 2016) para esta etapa. As categorias finais foram Curso de formação continuada EaD em educação em valores e Formação em valores em EaD. Os resultados indicam que não há um consenso por parte dos pesquisados quanto a inclusão da EaD na formação continuada de professores. Parte dos entrevistados concorda com o modelo de ensino, defendendo a forma semipresencial e outra parte prefere os encontros formativos presenciais. Os colaboradores demonstraram conhecimento mínimo tecnológico para participar do curso EaD e razoável proximidade com as ferramentas digitais. O ensino a distância exige mais disciplina e motivação do cursista para sua continuidade e finalização, apesar de propiciar adequação de tempo, espaço e ritmo de vida. Quanto ao uso das tecnologias as principais dificuldades foram: na inserção de arquivo na base de dados e a utilização do fórum. Os docentes indicaram que o curso contribuiu para o trato da temática valores em aulas de Educação Física e que as estratégias propostas pelo Modelo de Hellison proporcionaram um caminho possível para o ensino de valores na escola. As limitações encontradas se referiram à brevidade da investigação e à evasão. Sendo assim, entende-se que a realização desta pesquisa oportunizou a apropriação de novos conhecimentos, estudos, reflexões e discussões sobre o tema valores. Utilizou-se as ferramentas das novas tecnologias de informação e comunicação, a EaD. Colaborou ainda para a formação dos professores de Educação Física, possibilitando a aplicação e apropriação do conteúdo e da metodologia utilizada.
It is understood that the school must be a space of human formation in which values are reflected and experienced for a democratic and respectful coexistence among those who attend it. This institution needs to be committed to improving interpersonal relationships and training the student so that he can take responsibility for his actions. Based on this understanding, this research proposed to elaborate, implement and evaluate a Value Education course for teachers of Physical Education of Elementary Education, in order to investigate the limits and possibilities of continuing education in the EAD mode with a focus on this theme. The purpose of this study was to describe and analyze the performance of a continuing education course on the subject of Education in Values with Physical Education teachers of the Final Years. The locus was the city of Maracanaú, metropolitan region of Fortaleza - CE. The population covered the Physical Education teachers of the Municipal School of Education of Maracanaú. As subjects of this investigation participated the effective teachers of Physical Education of Elementary School, crowded in the classes of 6th to 9th year. In order to achieve the proposed objective, a qualitative descriptive research was developed, which consisted in the planning, production, implementation and analysis of a continuing education course in Education in Values in the EAD mode, subdivided into the following stages: 1) production / formulation of the course; 2) course offer and development by participating teachers and 3) course analysis. The data that supported the analysis were obtained from the interviews and texts produced by the teachers during the course being: text of Activity 1, reflective memorial and experience report. The discursive textual analysis (MORAES; GALIAZZI, 2016) was used for this stage. The final categories were Continuing education course EaD in education in values and Training in values in EaD. The results indicate that there is no consensus on the part of the respondents regarding the inclusion of ED in continuing teacher education. Part of the interviewees agrees with the teaching model, defending the blended form and another party prefers face-to-face training meetings. Employees demonstrated minimal technological knowledge to participate in the EaD course and reasonable proximity to digital tools. Distance learning requires more discipline and motivation of the trainee for its continuity and completion, in spite of providing adequate time, space and pace of life. As for the use of technologies, the main difficulties were: inserting a file in the database and using the forum. Teachers indicated that the course contributed to the treatment of values in Physical Education classes and that the strategies proposed by the Hellison Model provided a possible way to teach values in school. The limitations encountered referred to the brevity of the investigation and the evasion. Therefore, it is understood that the realization of this research gave opportunities for the appropriation of new knowledge, studies, reflections and discussions on the theme of values. We used the tools of the new information and communication technologies, the EAD. He also collaborated in the training of Physical Education teachers, enabling the application and appropriation of the content and methodology used.
It is understood that the school must be a space of human formation in which values are reflected and experienced for a democratic and respectful coexistence among those who attend it. This institution needs to be committed to improving interpersonal relationships and training the student so that he can take responsibility for his actions. Based on this understanding, this research proposed to elaborate, implement and evaluate a Value Education course for teachers of Physical Education of Elementary Education, in order to investigate the limits and possibilities of continuing education in the EAD mode with a focus on this theme. The purpose of this study was to describe and analyze the performance of a continuing education course on the subject of Education in Values with Physical Education teachers of the Final Years. The locus was the city of Maracanaú, metropolitan region of Fortaleza - CE. The population covered the Physical Education teachers of the Municipal School of Education of Maracanaú. As subjects of this investigation participated the effective teachers of Physical Education of Elementary School, crowded in the classes of 6th to 9th year. In order to achieve the proposed objective, a qualitative descriptive research was developed, which consisted in the planning, production, implementation and analysis of a continuing education course in Education in Values in the EAD mode, subdivided into the following stages: 1) production / formulation of the course; 2) course offer and development by participating teachers and 3) course analysis. The data that supported the analysis were obtained from the interviews and texts produced by the teachers during the course being: text of Activity 1, reflective memorial and experience report. The discursive textual analysis (MORAES; GALIAZZI, 2016) was used for this stage. The final categories were Continuing education course EaD in education in values and Training in values in EaD. The results indicate that there is no consensus on the part of the respondents regarding the inclusion of ED in continuing teacher education. Part of the interviewees agrees with the teaching model, defending the blended form and another party prefers face-to-face training meetings. Employees demonstrated minimal technological knowledge to participate in the EaD course and reasonable proximity to digital tools. Distance learning requires more discipline and motivation of the trainee for its continuity and completion, in spite of providing adequate time, space and pace of life. As for the use of technologies, the main difficulties were: inserting a file in the database and using the forum. Teachers indicated that the course contributed to the treatment of values in Physical Education classes and that the strategies proposed by the Hellison Model provided a possible way to teach values in school. The limitations encountered referred to the brevity of the investigation and the evasion. Therefore, it is understood that the realization of this research gave opportunities for the appropriation of new knowledge, studies, reflections and discussions on the theme of values. We used the tools of the new information and communication technologies, the EAD. He also collaborated in the training of Physical Education teachers, enabling the application and appropriation of the content and methodology used.
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Palavras-chave
Formação continuada em EaD, Educação Física, Valores, Hellison, Continuing education in ED, PE, Values