Construção de uma proposta curricular para a Educação Física no contexto da educação infantil: um estudo de caso
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Data
2020-07-17
Autores
Oliveira, Christian Viana
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo trata da análise da construção de uma proposta curricular para a Educação Física no contexto da Educação Infantil. O objetivo do estudo é descrever e analisar a construção de uma proposta curricular para a Educação Física da Educação Infantil na rede municipal pública de Ribeirão Preto. O estudo tem como referencial teórico a abordagem processual da construção do currículo dentro de uma perspectiva participativa e colaborativa, analisando a visão subjetiva do professor frente ao processo de construção. Na pesquisa além da análise da fundamentação teórica que embasou as discussões, foi feita a revisão de estudos que foram relativos ao tema, a análise da fundamentação legal e a obrigatoriedade da oferta da Educação Física para o Ensino Infantil no Brasil. A pesquisa é qualitativa do tipo exploratório, realizada em uma cidade do interior de São Paulo com 23 professores que foram sendo divididos conforme cada etapa e instrumento a ser utilizado. Os instrumentos utilizados foram análise das atas de reuniões, questionário fechado e entrevista semiestruturada. Os dados obtidos durante o processo foram tabulados em uma tabela para a análise do instrumento 1 (Ata), em seguida divididos em gráficos após a análise do instrumento 2 (questionário de verificação) e por fim em tabelas após a análise do instrumento 3 (entrevista) de forma qualitativa com codificação dos dados, sendo elaborados indicadores de variáveis. As variáveis pessoais e profissionais investigadas foram idade, ano de formação, titulação e tempo de atuação na rede municipal de Ribeirão Preto. Por fim, acreditamos que para que um currículo seja considerado significativo, deverá ser construído levando em conta os aspectos legais que o fundamentam, o conhecimento pedagógico e experiência profissional dos professores e que a construção seja feita de forma participativa e colaborativa.
The objective of this study is to analyze the designing of a curriculum proposal for Physical Education in the context of Early Childhood Education of the School District of Ribeirão Preto, Brazil. The theoretical framework of the study is based on a procedural approach towards the designing of a curriculum under a participative and collaborative perspective and also on the analysis of the teacher’s subjective view within this designing process. In addition to the theoretical framework on which the discussions were based, this research contains a review of published data on the topic and an analysis of the legal basis and the mandatory provision of Physical Education for Early Childhood Education in Brazil. This is an exploratory qualitative research carried out in a city of São Paulo State, with 23 teachers who were divided into groups according to each stage and instruments used, which were analysis of meeting minutes, closed ended questions and semi-structured interview. Tabulated data were displayed in a table for analysis of instrument 1 (minute), divided and displayed in graphics after analysis of instrument 2 (verification questionnaire) and then in tables after qualitative analysis of instrument 3 (interview) with data coding, with variable indicators being obtained. Investigated personal and professional variables were age, year of graduation, degrees and length of time worked in the School District of Ribeirão Preto. Finally, we believe that, in order to be meaningful, a curriculum should be designed taking into consideration the legal basis that underlie it, educational knowledge and professional experience of teachers, in a participatory and collaborative manner.
The objective of this study is to analyze the designing of a curriculum proposal for Physical Education in the context of Early Childhood Education of the School District of Ribeirão Preto, Brazil. The theoretical framework of the study is based on a procedural approach towards the designing of a curriculum under a participative and collaborative perspective and also on the analysis of the teacher’s subjective view within this designing process. In addition to the theoretical framework on which the discussions were based, this research contains a review of published data on the topic and an analysis of the legal basis and the mandatory provision of Physical Education for Early Childhood Education in Brazil. This is an exploratory qualitative research carried out in a city of São Paulo State, with 23 teachers who were divided into groups according to each stage and instruments used, which were analysis of meeting minutes, closed ended questions and semi-structured interview. Tabulated data were displayed in a table for analysis of instrument 1 (minute), divided and displayed in graphics after analysis of instrument 2 (verification questionnaire) and then in tables after qualitative analysis of instrument 3 (interview) with data coding, with variable indicators being obtained. Investigated personal and professional variables were age, year of graduation, degrees and length of time worked in the School District of Ribeirão Preto. Finally, we believe that, in order to be meaningful, a curriculum should be designed taking into consideration the legal basis that underlie it, educational knowledge and professional experience of teachers, in a participatory and collaborative manner.
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Palavras-chave
Proposta curricular, Educação física, Educação infantil, Curriculum proposal, Physical education, Child education