Trajetórias de formação construídas a partir dos Projetos de Extensão Universitária: o olhar dos egressos do Curso de Licenciatura da Educação Física da FCT/UNESP
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Data
2018-09-27
Autores
Brancatti, Paulo Roberto
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa de doutorado, desenvolvida no Programa de Pós-Graduação em Educação da Universidade Estadual Paulista “Júlio de Mesquita Filho”, na Faculdade de Ciências e Tecnologia (FCT/UNESP), teve como principal objetivo identificar e analisar, sob a perspectiva dos egressos do curso de Licenciatura em Educação Física da FCT/UNESP, as contribuições da participação em projetos de Extensão Universitária para a formação e construção de suas trajetórias profissionais. A investigação ancorou-se na abordagem qualitativa, de cunho fenomenológico, por meio do trabalho com Histórias de Vida e Relatos Orais. Participaram do estudo oito professores egressos do Curso de Licenciatura em Educação Física da FCT/UNESP, que frequentaram os projetos Universitários em Educação Física Adaptada ao longo dos últimos dezessete anos (1999-2016) e que atuam na área da Educação Física Escolar e Adaptada. Os procedimentos de coleta de dados pautaram-se na pesquisa documental (a partir dos registros escritos produzidos ao longo dos anos de desenvolvimento dos projetos) e na memória dos participantes da pesquisa, instrumento essencial no trabalho com histórias de vida e relatos orais, por promover a retomada da experiência vivida durante os percursos de formação inicial e construção da trajetória profissional. Para tanto, os instrumentos de coleta de dados foram os questionários, o memorial descritivo e a entrevista semiestruturada. A análise dos dados se pautou numa perspectiva descritiva e analítica. Os resultados do estudo revelaram a importância da extensão universitária para a formação inicial e profissional dos egressos, como momento importante de aprendizagem da profissão ao qual recorrem para enfrentamento dos desafios profissionais cotidianos. Manifestam a relevância de fazer parte de uma pesquisa que recupera memórias do tempo de estudante e ao participarem dos projetos da Educação Física Escolar e Adaptada expressaram alegrias e satisfação por recordar as ações acadêmicas e experiências vividas com as pessoas deficientes integrantes dos projetos, relembram os desafios e as dificuldades enfrentadas por eles na preparação das atividades, na tomada de decisão ‘do quê’ fazer em momentos difíceis, apontam os encontros com os colegas e professores para leituras de textos como subsídio para compreender os desafios que apareciam, relatam com entusiasmo as participações em eventos e congressos científicos e acadêmicos da área e também nos eventos esportivos como espaço e tempo importantes de aprendizagem profissional e de onde eles acreditam ter apreendido muito sobre os diversos tipos de deficiências e as suas necessidades diárias, de acordo com a sensibilidade física, motora, afetiva e social das pessoas com deficiência. Expressaram a gratidão pela oportunidade que tiveram de participar desses projetos que ajudaram somar na formação acadêmica, a vontade de continuar estudando na área e também atuar nela, seja na Educação Básica, na Educação Superior ou em Entidades esportivas em várias localidades do país. E, por fim, consideramos essencial que pesquisas dessa natureza resgatem e valorizem a extensão universitária como princípio formativo importante na formação inicial de professores. Da mesma forma, também colabore para o crescimento da área da Educação Física Escolar e Adaptada em várias frentes, pela continuidade dos projetos de extensão na FCT/UNESP, bem como para formar e incentivar os futuros profissionais da Educação Física para o trabalho com a pessoa com deficiência e desse modo incentiva-las a ingressarem numa modalidade desportiva, como meio de ligação entre a Universidade e a comunidade. Para tanto, a valorização da extensão universitária por meio do apoio institucional torna-se fundamental, pois a diminuição ou extensão dos recursos traz prejuízos irreversíveis para a universidade, para a formação inicial dos futuros profissionais e para a comunidade direta ou indiretamente envolvida como se percebeu, a partir das memórias dos participantes, em especial na área da área da atividade motora adaptada.
This PhD research developed at the Postgraduate Program in Education of Sao Paulo State University "Júlio de Mesquita Filho", at the Faculty of Science and Technology (FCT/UNESP) aimed to identify and analyze, from the perspective of graduate students of the Teacher Training Course in Physical Education of FCT / UNESP, the contributions of the engagement in University Extension projects for the formation and construction of their professional trajectories. The research had a qualitative and phenomenological nature and used Life Stories and Oral Reports. Eight graduate teachers from the Teacher Training Course in Physical Education of FCT / UNESP who attended the University projects in Adapted Physical Education over the last seventeen years (2000-2017) and that work in the area of Physical and Adapted School Education took part in the study. The data collection procedures were based on documentary research (from the written records produced throughout the years of the projects development) and in the memory of the research participants, an essential tool when working with life histories and oral reports, since it promotes the resumption of what was experienced during the initial training and the construction of the professional trajectory. To do so, the instruments of data collection were the questionnaires, the descriptive memorial and the semi-structured interview. The analysis of the data was based on a descriptive and analytical perspective. The results of the study revealed the importance of the university extension in the initial and professional training of the graduates, as an important moment of the profession learning to which they resort to face daily professional challenges. They demonstrate the relevance of being part of a research that recovers memories of the studying time and when participating in the projects of Physical and Adapted School Education expressed joy and satisfaction to remember the academic actions and experiences lived with the disabled people who are part of the projects, they also remember the challenges and the difficulties faced when preparing activities, in deciding what to do in difficult moments, point out the meetings with colleagues and teachers to read texts as a subsidy to understand the challenges that emerged, enthusiastically report the participation in scientific and academic events and congresses in the area and also in sporting events, such as an important space and time for professional development and where they believe having learning a lot about the different types of deficiencies and their daily needs according to the physical, motor, affective and social of people with disabilities. They expressed their gratitude for having the opportunity of participating in these projects, which increased in their academic formation the desire to continue studying in the area and also to work in it, being it in Basic Education, Higher Education or Sports Entities in several places of the country. Finally, we consider it essential that a research of this nature rescues and values university extension as an important formative principle in initial teacher training. In the same way, it also collaborates for the growth of the Physical and Adapted School Education area in several aspects, for the continuity of extension projects in FCT/UNESP, as well as to train and encourage future Physical Education professionals to work with the person with disability and thereby encourage them to join a sporting modality as a means of connecting the University with the community. To reach that, the valorization of university extension through institutional support becomes fundamental, since the reduction or raise of resources brings irreversible damages to the university, to the initial training of future professionals and to the community directly or indirectly involved, as perceived from the participants' memories, especially in the field of the adapted motor activity area.
This PhD research developed at the Postgraduate Program in Education of Sao Paulo State University "Júlio de Mesquita Filho", at the Faculty of Science and Technology (FCT/UNESP) aimed to identify and analyze, from the perspective of graduate students of the Teacher Training Course in Physical Education of FCT / UNESP, the contributions of the engagement in University Extension projects for the formation and construction of their professional trajectories. The research had a qualitative and phenomenological nature and used Life Stories and Oral Reports. Eight graduate teachers from the Teacher Training Course in Physical Education of FCT / UNESP who attended the University projects in Adapted Physical Education over the last seventeen years (2000-2017) and that work in the area of Physical and Adapted School Education took part in the study. The data collection procedures were based on documentary research (from the written records produced throughout the years of the projects development) and in the memory of the research participants, an essential tool when working with life histories and oral reports, since it promotes the resumption of what was experienced during the initial training and the construction of the professional trajectory. To do so, the instruments of data collection were the questionnaires, the descriptive memorial and the semi-structured interview. The analysis of the data was based on a descriptive and analytical perspective. The results of the study revealed the importance of the university extension in the initial and professional training of the graduates, as an important moment of the profession learning to which they resort to face daily professional challenges. They demonstrate the relevance of being part of a research that recovers memories of the studying time and when participating in the projects of Physical and Adapted School Education expressed joy and satisfaction to remember the academic actions and experiences lived with the disabled people who are part of the projects, they also remember the challenges and the difficulties faced when preparing activities, in deciding what to do in difficult moments, point out the meetings with colleagues and teachers to read texts as a subsidy to understand the challenges that emerged, enthusiastically report the participation in scientific and academic events and congresses in the area and also in sporting events, such as an important space and time for professional development and where they believe having learning a lot about the different types of deficiencies and their daily needs according to the physical, motor, affective and social of people with disabilities. They expressed their gratitude for having the opportunity of participating in these projects, which increased in their academic formation the desire to continue studying in the area and also to work in it, being it in Basic Education, Higher Education or Sports Entities in several places of the country. Finally, we consider it essential that a research of this nature rescues and values university extension as an important formative principle in initial teacher training. In the same way, it also collaborates for the growth of the Physical and Adapted School Education area in several aspects, for the continuity of extension projects in FCT/UNESP, as well as to train and encourage future Physical Education professionals to work with the person with disability and thereby encourage them to join a sporting modality as a means of connecting the University with the community. To reach that, the valorization of university extension through institutional support becomes fundamental, since the reduction or raise of resources brings irreversible damages to the university, to the initial training of future professionals and to the community directly or indirectly involved, as perceived from the participants' memories, especially in the field of the adapted motor activity area.
Descrição
Palavras-chave
Formação inicial de professores, Extensão universitária, Educação física adaptada, Histórias de vida, Trajetória profissional, Initial teacher training, University extension, Adapted Physical Education, Life stories, Professional trajectory