A formação acadêmica do professor de educação física: em questão o conteúdo da dança
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Data
2007-05-11
Autores
Pereira, Mariana Lolato [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A dança constitui-se com um conteúdo da cultura corporal de movimento. Assim sendo, na presente pesquisa, de natureza qualitativa, objetivou-se analisar, sob a ótica do graduando de licenciatura em educação física, a formação inicial acadêmica referente aos conteúdos de dança, considerando-se as seguintes categorias de análise: a) conceituação de dança; b) a dança como conteúdo da educação física escolar; c) o ensino de dança na escola; d) a dança na formação do professor de Educação Física. Para tanto, realizou-se revisão da literatura referente às áreas de dança e educação física (suas similaridades e diferenças), às diferentes conceituações e manifestações da dança em nossa sociedade, bem como às características assumidas pela dança no contexto da educação física escolar. O método de abordagem foi a história do tempo presente e, por intermédio da técnica de entrevista semi-estruturada coletaram-se depoimentos de alunos que cursavam o último ano de uma graduação de licenciatura em educação física, em uma universidade pública do interior paulista, caracterizando-se tal pesquisa como estudo de caso. De acordo com a análise de conteúdo, constatou-se que na categoria conceituação de dança, a maioria dos alunos entende a dança em sentido restrito, pois que não a exprimiram em sua amplitude de significados e manifestações, conforme encontrado na literatura. Porém, na categoria b notou-se que entre todos os depoentes a dança é considerada um conteúdo da educação física escolar, apesar de ter havido menção de que não é isso o que se verifica na prática. Na terceira categoria os alunos sugeriram vários conteúdos e objetivos para o ensino escolar da dança. Verificou-se, também nesta categoria que a maioria dos alunos se imagina ensinando dança na escola, mas apenas o básico...
Dance is a content of movement corporal culture. Thus, this research, having qualitative nature, aims to analyze the academic initial graduation referring to the contents of dance, under the view of physical education undergraduate student, and considering the following categories of analysis: a) dance conceptualization; b) dance as content of school physical education; c) dance teaching at school; d) dance in the graduation of physical education teacher. For such analysis, a review of the literature of both dance and physical education areas was done (their similarities and differences) to their different conceptualizations and manifestations of dance in our society, as well as the characteristics admitted by dance in school physical education. The approach method was the present time history, and through semi-structured interview technique, statements were collected from students attending the last year of undergraduation course in physical education at a public university in the interior of São Paulo state, and such research was categorized as a case study. According to the content analysis, it was seen that in conceptualization of dance category, most students understand dance in a restricted meaning, for they haven't explained dance in its wide meaning and manifestations, as seen in literature. However, in b category, it was noted that among students who gave their opinions dance is considered a content of school physical education, although it was mentioned that this is not what is seen in practice. In the third category, students suggested several contents and objectives for the dance school teaching. It was also verified that, in that category, most students see themselves teaching danced at school, but only the basic of dance content, and they also mentioned it with insecurity. Besides that, the students mentioned that the greatest difficulties... (Complete abstract click electronic access below)
Dance is a content of movement corporal culture. Thus, this research, having qualitative nature, aims to analyze the academic initial graduation referring to the contents of dance, under the view of physical education undergraduate student, and considering the following categories of analysis: a) dance conceptualization; b) dance as content of school physical education; c) dance teaching at school; d) dance in the graduation of physical education teacher. For such analysis, a review of the literature of both dance and physical education areas was done (their similarities and differences) to their different conceptualizations and manifestations of dance in our society, as well as the characteristics admitted by dance in school physical education. The approach method was the present time history, and through semi-structured interview technique, statements were collected from students attending the last year of undergraduation course in physical education at a public university in the interior of São Paulo state, and such research was categorized as a case study. According to the content analysis, it was seen that in conceptualization of dance category, most students understand dance in a restricted meaning, for they haven't explained dance in its wide meaning and manifestations, as seen in literature. However, in b category, it was noted that among students who gave their opinions dance is considered a content of school physical education, although it was mentioned that this is not what is seen in practice. In the third category, students suggested several contents and objectives for the dance school teaching. It was also verified that, in that category, most students see themselves teaching danced at school, but only the basic of dance content, and they also mentioned it with insecurity. Besides that, the students mentioned that the greatest difficulties... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Dança, Educação física - Estudo e ensino, Professores - Formação, Dance
Como citar
PEREIRA, Mariana Lolato. A formação acadêmica do professor de educação física: em questão o conteúdo da dança. 2007. x, 187 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2007.