Formação de professores de educação física a distância: desafios e possibilidades do estágio supervisionado
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Data
2019-12-18
Autores
Cecchetto, Jacqueline Rodrigues
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa se insere no contexto da profissionalização do ensino, tendo como recorte a formação de professores de Educação Física no Ensino a Distância. A partir da LDB 9394/96, a exigência da formação universitária para os professores que atuam na educação básica fez emergir algumas políticas de formação na modalidade de Ensino a Distância, dentre elas o PARFOR, especificamente para professores que já atuavam na educação básica sem a formação adequada e a UAB, com a finalidade de democratizar e capilarizar o ensino superior. No modelo de formação profissional, o estágio ocupa um papel central, onde ocorre a articulação entre os saberes universitários e da prática. A pesquisa tem como questões norteadoras: como a disciplina de Estágio Supervisionado está articulada com a formação profissional nos cursos a distância em Educação Física e quais são os elementos, aspectos, características do processo de formação, na disciplina de Estágio Supervisionado dos cursos de licenciatura em Educação Física a distância, que contribuem com a formação docente dentro de uma proposta de formação profissional para professores. Esta pesquisa teve como objetivo geral investigar os limites e as possibilidades da formação profissional em instituições que oferecem o curso de Licenciatura em Educação Física ofertados na modalidade de educação a distância (EaD), através da disciplina de estágio curricular supervisionado. Especificamente, buscou-se: a) apresentar as propostas dos cursos de Licenciatura em Educação Física na modalidade de Ensino a Distância bem como as características da disciplina de Estágio Curricular Supervisionado; b) identificar e analisar os desafios e as possibilidades do Estágio Supervisionado de cursos de Licenciatura em Educação Física a distância, a partir da visão dos atores envolvidos, em busca de aspectos voltados para a formação profissional. Esta pesquisa se caracteriza como qualitativa, de delineamento descritivo-analítico. Como instrumentos, foram utilizados fonte bibliográfica, análise documental e entrevista semiestruturada. Foi realizado um levantamento bibliográfico sobre o Estágio nos cursos de Licenciatura em Educação Física a distância na base de dados da CAPES. Também foi realizado um panorama do oferecimento desse curso a partir da pesquisa da quantidade de polos distribuídos no Brasil. Foram estudados dois cursos de duas Universidades Públicas que ofertaram a Licenciatura em Educação Física na modalidade EaD dentro do projeto PARFOR. Analisou-se os projetos político-pedagógicos de ambos os cursos bem como foram entrevistados os coordenadores, professores de estágio, tutores e discentes, totalizando dez colaboradores da pesquisa6. Os dados foram analisados através da análise de conteúdo, segundo a análise de enunciação. As entrevistas foram analisadas seguindo cinco eixos (unidades temáticas) e categorias que emergiram dos dados. Eixo 1 - dinâmica da organização do estágio: sistematização, operacionalidade, orientação e acompanhamento; eixo 2 - relação universidade-escola: contato e diálogo, ações institucionais, desafios no acompanhamento e supervisão; eixo 3 - análise das práticas: sistematização da análise, relação teoria e prática; eixo 4 - professor colaborador: orientação e expertise docente; eixo 5: dispositivos: de acompanhamento e supervisão; de reflexão sobre a prática. Os resultados apontam para a preocupação em formar o professor dentro de uma perspectiva profissional de formação, reconhecendo o papel da escola e do professor colaborador na formação, bem como uma preocupação no processo reflexivo. Porém, na realização do estágio, houveram alguns entraves, entre eles uma dificuldade no diálogo entre universidade-escola e efetivação do papel como formador do professor colaborador. Urge pensar os espaços de formação profissional em cursos a distância de forma a otimizá-los, bem como reconhece-se o valor dos dispositivos de formação, atrelados à essa perspectiva.
This research is set in the professionalization of teaching´s context, focusing at Physical Education teachers training in distance learning. In accordance with the Law of Directives and Bases of Nacional Education 9394/96, the requirement of university training for teachers already working in basic education generated some training policies for Distance Learning, among them PARFOR, specifically for teachers who was already working in basic education without a universitary degree and UAB, which covered other areas beyond teaching, with the aim of also democratizing and interconnecting higher education. In the model of professional training, the supervised academic training occupies a central role, on-the-job training, where the articulation between university know-how and practice takes place. The leading questions of this research was: how supervised academic training is linked with professional training in Physical Education distance-learning courses and what are the elements, characteristics and issues in the formation process at supervised academic training in distance-learning, that contributes with teachers formation in a professional perspective. The general objective was to investigate the limits and possibilities of the supervised academic training in institutions that offer the Degree in Physical Education in distance-learning. Specifically, it was sought a) to present the proposals of the Physical Education courses in distance education as well as the characteristics of supervised academic training subject; b) to identify and analyze the elements of the proposals of the degree courses in Physical Education in distance-learning, about supervised academic training, in the view of the involved actors. This research is characterized as qualitative, with a descriptive-analytical delineation. As instruments, bibliographical source, documentary analysis and semi-structured interview were used. A bibliographic survey was carried out on about supervised academic training at Physical Education courses offered at distance-learning on CAPES database. An overview about the offer of this course was also made, based on the survey of the number of poles distributed in Brazil. Two Public Universities courses that offered Physical Education at distance-learning within the PARFOR Project were studied. The political-pedagogical projects of both courses were analyzed as well as the coordinators, trainees, tutors and students interviwed, with a total of ten participants. The research was approved by the ethics committee and the participants signed the term of free and informed commitment. Data were analyzed through content analysis, according to the enunciation analysis. The interviews were analyzed according to five axes (thematic units) and categories that emerged from the data. Axis 1: dynamics of the organization of the stage - systematization, operability, orientation and follow-up; axis 2: university-school-contact relationship and dialogue, institutional actions, challenges in monitoring and supervision; axis 3: analysis of practices - systematization of analysis, relation theory and practice; axis 4: collaborator-teacher - orientation and teaching expertise; axis 5: devices – monitoring and supervision, practice reflexion. The results point to the concern to train the teacher within a professional perspective of formation, recognizing the role of the school and the collaborating teacher in the formation, as well as a concern in the reflective process. However, in the accomplishment of the stage, there were some obstacles, among them a difficulty in the dialogue between university-school and the effectiveness of the role as trainer of the collaborating teacher. It´s necessary to think about professional formation spaces at distance-learning courses, optmizing them, as well las recognizing the formation devices values, concected to this perspective.
This research is set in the professionalization of teaching´s context, focusing at Physical Education teachers training in distance learning. In accordance with the Law of Directives and Bases of Nacional Education 9394/96, the requirement of university training for teachers already working in basic education generated some training policies for Distance Learning, among them PARFOR, specifically for teachers who was already working in basic education without a universitary degree and UAB, which covered other areas beyond teaching, with the aim of also democratizing and interconnecting higher education. In the model of professional training, the supervised academic training occupies a central role, on-the-job training, where the articulation between university know-how and practice takes place. The leading questions of this research was: how supervised academic training is linked with professional training in Physical Education distance-learning courses and what are the elements, characteristics and issues in the formation process at supervised academic training in distance-learning, that contributes with teachers formation in a professional perspective. The general objective was to investigate the limits and possibilities of the supervised academic training in institutions that offer the Degree in Physical Education in distance-learning. Specifically, it was sought a) to present the proposals of the Physical Education courses in distance education as well as the characteristics of supervised academic training subject; b) to identify and analyze the elements of the proposals of the degree courses in Physical Education in distance-learning, about supervised academic training, in the view of the involved actors. This research is characterized as qualitative, with a descriptive-analytical delineation. As instruments, bibliographical source, documentary analysis and semi-structured interview were used. A bibliographic survey was carried out on about supervised academic training at Physical Education courses offered at distance-learning on CAPES database. An overview about the offer of this course was also made, based on the survey of the number of poles distributed in Brazil. Two Public Universities courses that offered Physical Education at distance-learning within the PARFOR Project were studied. The political-pedagogical projects of both courses were analyzed as well as the coordinators, trainees, tutors and students interviwed, with a total of ten participants. The research was approved by the ethics committee and the participants signed the term of free and informed commitment. Data were analyzed through content analysis, according to the enunciation analysis. The interviews were analyzed according to five axes (thematic units) and categories that emerged from the data. Axis 1: dynamics of the organization of the stage - systematization, operability, orientation and follow-up; axis 2: university-school-contact relationship and dialogue, institutional actions, challenges in monitoring and supervision; axis 3: analysis of practices - systematization of analysis, relation theory and practice; axis 4: collaborator-teacher - orientation and teaching expertise; axis 5: devices – monitoring and supervision, practice reflexion. The results point to the concern to train the teacher within a professional perspective of formation, recognizing the role of the school and the collaborating teacher in the formation, as well as a concern in the reflective process. However, in the accomplishment of the stage, there were some obstacles, among them a difficulty in the dialogue between university-school and the effectiveness of the role as trainer of the collaborating teacher. It´s necessary to think about professional formation spaces at distance-learning courses, optmizing them, as well las recognizing the formation devices values, concected to this perspective.
Descrição
Palavras-chave
Formação inicial, Educação física, Estágio supervisionado, Educação a distância, Supervised academic training, Distance education, Initial formation, Physical education