A formação continuada de professores e a ressignificação dos conhecimentos nas práticas pedagógicas: a ioga na educação infantil
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Data
2019-09-23
Autores
Franzé, Fernanda Pastori
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objetivo geral analisar se os conhecimentos veiculados em um programa de formação continuada permanecem, após sua conclusão, em constante reelaboração e ressignificação, influenciando a prática pedagógica na educação infantil. Os objetivos específicos constituem-se em identificar e analisar os elementos da formação continuada capazes de promover mudanças na prática pedagógica, como também analisar os desafios a serem superados na formação continuada para a correspondência dos conhecimentos veiculados na formação à realidade da escola e, por fim, a articulação do desenvolvimento pessoal com o desenvolvimento profissional no contexto da formação continuada. Para isto, foi desenvolvida uma pesquisa qualitativa, constituída pelas seguintes etapas: levantamento bibliográfico, revisão sistemática da literatura e entrevista semiestruturada. A etapa da pesquisa de campo contou com 17 professoras atuantes na Educação Infantil, na maioria Pedagogas, que concluíram o programa de formação continuada “Corporeidade e Ioga na escola”, desenvolvido pelo Departamento de Educação/Faculdade de Ciências/UNESP Bauru em parceria com a Secretaria Municipal de Educação de Bauru. O referencial teórico elucidou o tema da formação continuada para professores em seus aspectos políticos e de concepções e ações, ressaltando a importância do protagonismo docente e a multidimensionalidade da formação. Os resultados permitiram constatar que as motivações iniciais das professoras para o engajamento em programas de formação continuada podem ocorrer por motivação pessoal, pela necessidade de aprendizagem de práticas pedagógicas ou por agregação de novos conhecimentos. Em relação à estrutura e organização didática da formação, os resultados indicam adaptação aos diferentes espaços, em que a articulação entre a teoria e a prática foram satisfatórios, gerando autonomia para o desenvolvimento da ioga na escola. Quanto ao enfoque da formação em ioga para o desenvolvimento pessoal das docentes, houve contemplação de benefícios na dimensão física e afetivo-social. A ressignificação e reelaboração dos conhecimentos e práticas escolares da ioga foram conduzidas por meio do compartilhamento entre os pares, o envolvimento da comunidade escolar e as percepções positivas em relação às crianças. Ao verificar sobre a continuidade das práticas de ioga, permaneceram as práticas pedagógicas, as práticas pessoais e a apropriação dos conhecimentos práticos e teóricos, assim como estudos e pesquisas sobre o tema que reforçaram esta continuidade. Conclui-se que a formação em corporeidade e ioga promoveu a reelaboração e a ressignificação dos conhecimentos veiculados, possibilitando a continuidade da prática pedagógica de ioga na educação infantil, por meio de uma formação constituída de elementos que possibilitem o protagonismo docente, o compartilhamento de práticas, as vivências pessoais, a articulação entre teoria e prática, a apropriação do conhecimento sobre a ioga, as percepções sobre os benefícios pessoais que envolvem melhoras na condição de saúde e no desenvolvimento da corporeidade das crianças e das participantes. Cabem aos programas de formação ofertados aos professores incluir em sua organização didática e metodológica processos que valorizem a formação pessoal do professor, agreguem novos conhecimentos e incluam as áreas de conhecimentos pormenorizadas, como a Educação Física e a valorização da corporeidade no processo de educação.
This research aims to analyze if the knowledge conveyed in a continuing education program remain, after its completion, constantly reworking and reframing, influencing the pedagogical practice in early childhood education. The specific objectives are to identify and analyze the elements of continuing education capable of promoting changes in pedagogical practice, as well as to analyze the challenges to be overcome in continuing education for the correspondence of the knowledge conveyed in the formation to the reality of the school and, finally. , the articulation of personal development with professional development in the context of continuing education. For this, a qualitative research was developed, consisting of the following steps: bibliographic survey, systematic literature review and semi-structured interview. The field research phase was attended by 17 teachers working in Early Childhood Education, mostly Pedagogues, who completed the continuing education program “Corporeity and Yoga at School”, developed by the Department of Education / Faculty of Sciences / UNESP Bauru in partnership with Bauru Municipal Secretariat of Education. The theoretical framework elucidated the theme of continuing education for teachers in its political aspects and conceptions and actions, emphasizing the importance of teacher protagonism and the multidimensionality of education. The results showed that teachers' initial motivations for engaging in continuing education programs may be due to personal motivation, the need to learn pedagogical practices or the aggregation of new knowledge. Regarding the structure and didactic organization of training, the results indicate adaptation to different spaces, where the articulation between theory and practice were satisfactory, generating autonomy for the development of yoga in school. Regarding the focus of yoga training for the personal development of teachers, there were benefits contemplation in the physical and affective-social dimension. The reframing and reworking of yoga knowledge and school practices were conducted through peer sharing, involvement of the school community, and positive perceptions of children. When checking on the continuity of yoga practices, pedagogical practices, personal practices and the appropriation of practical and theoretical knowledge remained, as well as studies and research on the theme that reinforced this continuity. It is concluded that the training in corporeality and yoga promoted the re-elaboration and resignification of the knowledge conveyed, enabling the continuity of the pedagogical practice of yoga in early childhood education, through a formation consisting of elements that enable the teacher protagonism, the sharing of practices. , personal experiences, the articulation between theory and practice, the appropriation of knowledge about yoga, the perceptions about personal benefits that involve improvements in health condition and the development of the corporeality of children and participants. It is up to the training programs offered to teachers to include in their didactic and methodological organization processes that value the teacher's personal training, add new knowledge and include the detailed areas of knowledge, such as Physical Education and the valorization of corporeality in the education process.
This research aims to analyze if the knowledge conveyed in a continuing education program remain, after its completion, constantly reworking and reframing, influencing the pedagogical practice in early childhood education. The specific objectives are to identify and analyze the elements of continuing education capable of promoting changes in pedagogical practice, as well as to analyze the challenges to be overcome in continuing education for the correspondence of the knowledge conveyed in the formation to the reality of the school and, finally. , the articulation of personal development with professional development in the context of continuing education. For this, a qualitative research was developed, consisting of the following steps: bibliographic survey, systematic literature review and semi-structured interview. The field research phase was attended by 17 teachers working in Early Childhood Education, mostly Pedagogues, who completed the continuing education program “Corporeity and Yoga at School”, developed by the Department of Education / Faculty of Sciences / UNESP Bauru in partnership with Bauru Municipal Secretariat of Education. The theoretical framework elucidated the theme of continuing education for teachers in its political aspects and conceptions and actions, emphasizing the importance of teacher protagonism and the multidimensionality of education. The results showed that teachers' initial motivations for engaging in continuing education programs may be due to personal motivation, the need to learn pedagogical practices or the aggregation of new knowledge. Regarding the structure and didactic organization of training, the results indicate adaptation to different spaces, where the articulation between theory and practice were satisfactory, generating autonomy for the development of yoga in school. Regarding the focus of yoga training for the personal development of teachers, there were benefits contemplation in the physical and affective-social dimension. The reframing and reworking of yoga knowledge and school practices were conducted through peer sharing, involvement of the school community, and positive perceptions of children. When checking on the continuity of yoga practices, pedagogical practices, personal practices and the appropriation of practical and theoretical knowledge remained, as well as studies and research on the theme that reinforced this continuity. It is concluded that the training in corporeality and yoga promoted the re-elaboration and resignification of the knowledge conveyed, enabling the continuity of the pedagogical practice of yoga in early childhood education, through a formation consisting of elements that enable the teacher protagonism, the sharing of practices. , personal experiences, the articulation between theory and practice, the appropriation of knowledge about yoga, the perceptions about personal benefits that involve improvements in health condition and the development of the corporeality of children and participants. It is up to the training programs offered to teachers to include in their didactic and methodological organization processes that value the teacher's personal training, add new knowledge and include the detailed areas of knowledge, such as Physical Education and the valorization of corporeality in the education process.
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Palavras-chave
Formação continuada de professores, Educação física, Pedagogia, Educação infantil, Ioga, Continuing teacher training, Physical education, Pedagogy, Child education, Yoga