Pesquisa-ação de formação continuada em educação física no âmbito da dança: as possíveis implicações no repensar e na transformação da prática pedagógica de educação física, arte e pedagogia
Data
2016-10-07
Autores
Sousa, Nilza Coqueiro Pires de [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Na presente pesquisa-ação objetivou-se analisar, por intermédio de um programa de formação continuada em Educação Física, no âmbito da dança, as possíveis implicações no repensar e na transformação da prática pedagógica de um grupo de professores de Educação Física, Arte e Pedagogia, que atua na educação infantil e anos iniciais do ensino fundamental, no que se refere ao ensino da dança na escola, visando a interdicisplinaridade entre as três áreas de conhecimento. O programa foi realizado por uma Universidade pública, em parceria com duas Secretarias Municipais e uma Diretoria Regional Estadual de Educação do interior paulista, a qual pautou-se nas contribuições da Dança Educativa, preconizadas por Rudolf Laban (1966, 1975a, 1975b, 1978a, 1978b). Na revisão da literatura, abordou-se a formação inicial, a dança educativa, a formação continuada e a proposta educacional. O método de abordagem do estudo de caso foi fundamentado na metodologia da pesquisa-ação, que privilegiou uma abordagem mista (quali-quantitativa). O material empírico foi constituído por questionários, entrevistas semiestruturadas, relatos orais e escritos, análises documentais e observações da prática pedagógica de um grupo de professores. Na primeira etapa das coletas participaram quarenta e um professores, sendo que a segunda etapa da investigação foi constituída por um grupo de vinte e a última, referente à observação da prática pedagógica, contou com nove educadores. A análise foi realizada articuladamente à produção da literatura, através dos procedimentos estatísticos descritivos e da análise de conteúdo. Das análises, constatou-se que são oferecidas poucas ações formativas, em dança, pelos órgãos públicos. Em relação às experiências em dança, predominaram as vivências realizadas em outros contextos (academias, clubes, casa de amigos, etc.), relacionadas a momentos de diversão e à participação em festas comemorativas, na fase de escolarização. Verificaram-se lacunas na formação inicial sobre os conhecimentos da dança e heterogeneidade de significados atribuídos à dança, prevalecendo a comunicação e expressão de sentimentos e emoções. Dentre as dificuldades dos professores, em relação ao ensino da dança na escola, prevaleceram as influências internas, seguidas dos conhecimentos científico-metodológicos e das interferências externas, bem como sua desvalorização pela equipe escolar. A partir da avaliação do programa, realizada pelos professores, evidenciou-se uma composição multidimensional de satisfação, com destaque para o aprendizado e aprofundamento dos conhecimentos acadêmico-científicos dos conteúdos de dança, o domínio dos pressupostos da dança educativa e os procedimentos didático-metodológicos. No tocante à proposta educacional, os educadores consideraram de extrema importância os momentos de discussão e reflexão sobre o Projeto Político-Pedagógico (PPP), o processo de interdisciplinaridade e a sistematização coletiva dos conteúdos da dança, para a produção e socialização do conhecimento. Finalmente, as mudanças provocadas pelas experiências prática-teóricas vividas incidiram no aprofundamento dos conhecimentos acadêmico-científicos dos professores e no empenho destes em inserir os conteúdos de dança na prática pedagógica. Conclui-se que a pesquisa-ação obteve êxito e o programa de formação continuada proporcionou a ressignificação da prática pedagógica, referente ao ensino da dança na escola, dada a constatação das mudanças propiciadas pela reflexão e conscientização do grupo de professores, pela participação ativa, construtiva e compartilhada das três áreas do conhecimento interdisciplinar, pela articulação entre teoria-prática e pela necessidade de continuação de ações formativas, compartilhadas entre Universidade e Secretarias de Educação.
In this action-research the goal was to analyze, in the field of dancing, through a program of continuing education in Physical Education, the possible implications in the reinvention and transformation of the teaching practice of a group of Physical Education, Arts and Pedagogy teachers that are actively working in elementary schools or in the early years of middle school, regarding the teaching of dance in schools, focusing in the interdisciplinarity between the three areas of knowledge. This program was made by a public university, along with two Municipal Secretaries and a State Regional Directory of the state of São Paulo, based on the contribuitions of Educational Dance, advocated by Rudolf Laban (1966, 1975a, 1975b, 1978a, 1978b). While making the proposed literature reviews, the following aspects were analyzed: initial formation, educational dance, continuing education and its educational mission. The approach method for this case study was fundamented in action research, focusing on mixed qualitative and quantitative samples. The empirical knowledge consisted of questionnaires, semi-structured interviews, oral and written reports, document analysis and observations in the teaching practice of a group of teachers. Forty one teachers participated in the first sample collection, twenty one in the second, and nine in the last, regarding the observation of teaching practice. The analysis was articulately made along with the text production, through descriptive statistics processes and content analysis. From the analysis, it was determined that few formative actions in dancing are offered by public agencies. Regarding the dance experiences during schooling, the most predominant ones were accomplished within other contexts (gyms, dance clubs, friends' houses, etc), all related to moments of fun and participation in holiday celebrations during the school years. Gaps on dance knowledge and the diversity of meanings attributed to dance were found in the students' initial education, while communication and expression of feelings and emotions prevailed. Within the teachers' hardships regarding dance teaching in schools, internal influences were predominant, followed by scientific-methodological methods and external influences, as well as its disregard within the school staff. With the initiation of the program's evaluation, made by the teachers, a multidimensional composition of satisfaction became evident, with a highlight on the learning and further development of the academic-scientific contents of dance, the mastering of presuppositions of educational dance and the didactic-methodological procedures. Regarding the educational mission, the educators considered the moments of discussion and reflexion about the Political-Pedagogical Proposal (PPP), the interdisciplinarity process and the colective systematization of dance contents to be of extreme importance for the production and socialization of knowledge. Finally, the changes provoked by the theoretical-practical experiences resulted in a further development of teachers' academic-scientific knowledge and a stronger commitment to insert dance contents in their pedagogical practice. It was concluded that the action-research was successful and the program of continuing education provided a new meaning to the pedagogical practice of dance teaching in schools, as seen by the changes that were provided by the teachers' reflexion, awareness, active and constructive participation in the three areas of interdisciplinar knowledge, articulation between practice-theory and by the need to continue performing formative actions, shared between the university and Education Secretaries.
In this action-research the goal was to analyze, in the field of dancing, through a program of continuing education in Physical Education, the possible implications in the reinvention and transformation of the teaching practice of a group of Physical Education, Arts and Pedagogy teachers that are actively working in elementary schools or in the early years of middle school, regarding the teaching of dance in schools, focusing in the interdisciplinarity between the three areas of knowledge. This program was made by a public university, along with two Municipal Secretaries and a State Regional Directory of the state of São Paulo, based on the contribuitions of Educational Dance, advocated by Rudolf Laban (1966, 1975a, 1975b, 1978a, 1978b). While making the proposed literature reviews, the following aspects were analyzed: initial formation, educational dance, continuing education and its educational mission. The approach method for this case study was fundamented in action research, focusing on mixed qualitative and quantitative samples. The empirical knowledge consisted of questionnaires, semi-structured interviews, oral and written reports, document analysis and observations in the teaching practice of a group of teachers. Forty one teachers participated in the first sample collection, twenty one in the second, and nine in the last, regarding the observation of teaching practice. The analysis was articulately made along with the text production, through descriptive statistics processes and content analysis. From the analysis, it was determined that few formative actions in dancing are offered by public agencies. Regarding the dance experiences during schooling, the most predominant ones were accomplished within other contexts (gyms, dance clubs, friends' houses, etc), all related to moments of fun and participation in holiday celebrations during the school years. Gaps on dance knowledge and the diversity of meanings attributed to dance were found in the students' initial education, while communication and expression of feelings and emotions prevailed. Within the teachers' hardships regarding dance teaching in schools, internal influences were predominant, followed by scientific-methodological methods and external influences, as well as its disregard within the school staff. With the initiation of the program's evaluation, made by the teachers, a multidimensional composition of satisfaction became evident, with a highlight on the learning and further development of the academic-scientific contents of dance, the mastering of presuppositions of educational dance and the didactic-methodological procedures. Regarding the educational mission, the educators considered the moments of discussion and reflexion about the Political-Pedagogical Proposal (PPP), the interdisciplinarity process and the colective systematization of dance contents to be of extreme importance for the production and socialization of knowledge. Finally, the changes provoked by the theoretical-practical experiences resulted in a further development of teachers' academic-scientific knowledge and a stronger commitment to insert dance contents in their pedagogical practice. It was concluded that the action-research was successful and the program of continuing education provided a new meaning to the pedagogical practice of dance teaching in schools, as seen by the changes that were provided by the teachers' reflexion, awareness, active and constructive participation in the three areas of interdisciplinar knowledge, articulation between practice-theory and by the need to continue performing formative actions, shared between the university and Education Secretaries.
Descrição
Palavras-chave
Educação básica, Professor escolar, Ensino e aprendizagem, Interdisciplinaridade, Projeto político-pedagógico, Fundamental education, School teacher, Teaching and learning, Interdisciplinarity, Pedagogical-political project