Design metodológico em um levantamento bibliográfico e documental em uma experiência de busca sistêmica pela dimensão corporal no curso de pedagogia
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2023-02-24
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa empírica de abordagem qualitativa tem por objetivo apresentar uma revisão de literatura sobre a dimensão corporal na formação inicial em Pedagogia, acompanhada de reflexões e autorreflexões sobre o tema, relacionada à experiência desta autora, seguindo a concepção de Jorge Larrosa (2002, 2018), para quem a experiência é algo que se passa conosco, que nos acontece. Para tanto, entrelaça-se a bibliografia investigada com seis Projetos Políticos Pedagógicos (PPP) ou Projetos Pedagógicos de Cursos (PPC), a depender da escolha da Instituição de Ensino Superior (IES), de cursos de Licenciatura em Pedagogia, na cidade de São Paulo. Relata-se o que foi identificado sobre corpo e práticas pedagógicas artísticas corporais, nos documentos institucionais. Como procedimento inicial, a revisão bibliográfica permitiu a identificação do estado atual desse conhecimento, a qual partiu de eixos temáticos e de termos relacionados (FARIA In. GODOY, 2020) ao foco estudado, seguida de uma análise do material pesquisado. O segundo procedimento adotado foi retomar os PPP´s ou PPC´s, entrelaçando-os ao que foi desvelado anteriormente e, por fim, junto ao que foi provocado, incorporado e projetado ao futuro profissional da autora que atua junto aos licenciandos de graduação de pedagogia, em uma IES da Zona Leste de São Paulo. Dos autores referenciados neste estudo, destacam-se Molina (2016; 2017; 2018) e Silva e Buss-Simão (2019), visto que adotam uma abordagem teórica no que tange as práticas, em detrimento aos endurecimentos e engessamentos, que afastam ou sufocam as possibilidades de mudança das ações e os teóricos Freire (2021), Tardif (2014); Foucault (2003); Larrosa (2002; 2018); Schön (2000); Andrade e Godoy (2018); e Godoy (2013, 2016, 2020, 2021), na qual, neste estudo auxiliam à refletir sobre a formação inicial de professores de pedagogia.
This empirical research with a qualitative approach aims to present a literature review on the body dimension in initial training in Pedagogy, accompanied by reflections and self-reflections on the subject, related to this author's experience, following the conception of Jorge Larrosa (2002, 2018), for whom experience is something that happens to us, that happens to us. To this end, the investigated bibliography is intertwined with six Pedagogical Political Projects (PPP) or Course Pedagogical Projects (PPC), depending on the choice of the Higher Education Institution (HEI), of Pedagogy Degree courses, in the city of São Paulo. Paul. It reports what was identified about the body and body artistic pedagogical practices, in the institutional documents. As an initial procedure, the bibliographic review allowed the identification of the current state of this knowledge, which departed from thematic axes and related terms (FARIA In. GODOY, 2020) to the studied focus, followed by an analysis of the researched material. The second procedure adopted was to resume the PPP's or PPC's, intertwining them with what was previously unveiled and, finally, together with what was provoked, incorporated and projected into the professional future of the author who works with undergraduate students in pedagogy, in an HEI in the East Zone of São Paulo. Of the authors referenced in this study, Molina (2016; 2017; 2018) and Silva and Buss-Simão (2019) stand out, since they adopt a theoretical approach regarding practices, to the detriment of hardening and immobilization, which distance or suffocate possibilities for changing actions and theorists Freire (2021), Tardif (2014); Foucault (2003); Larrosa (2002; 2018); Schön (2000); Andrade and Godoy (2018); and Godoy (2013, 2016, 2020, 2021), in which, in this study, they help to reflect on the initial training of pedagogy teachers.
This empirical research with a qualitative approach aims to present a literature review on the body dimension in initial training in Pedagogy, accompanied by reflections and self-reflections on the subject, related to this author's experience, following the conception of Jorge Larrosa (2002, 2018), for whom experience is something that happens to us, that happens to us. To this end, the investigated bibliography is intertwined with six Pedagogical Political Projects (PPP) or Course Pedagogical Projects (PPC), depending on the choice of the Higher Education Institution (HEI), of Pedagogy Degree courses, in the city of São Paulo. Paul. It reports what was identified about the body and body artistic pedagogical practices, in the institutional documents. As an initial procedure, the bibliographic review allowed the identification of the current state of this knowledge, which departed from thematic axes and related terms (FARIA In. GODOY, 2020) to the studied focus, followed by an analysis of the researched material. The second procedure adopted was to resume the PPP's or PPC's, intertwining them with what was previously unveiled and, finally, together with what was provoked, incorporated and projected into the professional future of the author who works with undergraduate students in pedagogy, in an HEI in the East Zone of São Paulo. Of the authors referenced in this study, Molina (2016; 2017; 2018) and Silva and Buss-Simão (2019) stand out, since they adopt a theoretical approach regarding practices, to the detriment of hardening and immobilization, which distance or suffocate possibilities for changing actions and theorists Freire (2021), Tardif (2014); Foucault (2003); Larrosa (2002; 2018); Schön (2000); Andrade and Godoy (2018); and Godoy (2013, 2016, 2020, 2021), in which, in this study, they help to reflect on the initial training of pedagogy teachers.
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Palavras-chave
Body dimension, Dance-education, Initial training in pedagogy, Pedagogical practice, Methodology applied in research, Corpo como suporte da arte, Dança na educação, Educação - Estudo e ensino