As idades do ensino na formação de professores: desafios e possibilidades para uma pedagogia da formação no estágio supervisionado em educação física na Amazônia
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Data
2021-11-22
Autores
Carvalho Filho, Josué José de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo investigar como ocorre o processo de aprendizagem da prática docente no estágio curricular supervisionado, tendo como perspectiva a profissionalização do ensino na educação física das Universidades Públicas da Amazônia. Especificamente buscou-se: a) analisar e compreender o processo de profissionalização do ensino, visando contribuir para a reflexão em torno da edificação da docência como profissão, no contexto brasileiro, bem como para as discussões no campo da formação de professores; b) mapear a produção de conhecimento primária (teses e dissertações) sobre Estágio Curricular Supervisionado na formação do professor de educação física no Brasil, na procura de identificar fatores contributivos para o processo de profissionalização do ensino; c) caracterizar as organizações e as concepções formativas de estágio curricular supervisionado em EF que prevalecem na região da Amazônia, visando identificar elementos caracterizadores das idades do ensino no processo de profissionalização do futuro professor de Educação Física; d) identificar e caracterizar os elementos constitutivos da cultura profissional no estágio curricular supervisionado como contributo para uma pedagogia da formação de professores de Educação Física. Metodologicamente, a investigação norteou-se pela abordagem qualitativa, exploratória, descritiva, realizada em nove universidades públicas da Amazônia, tendo como participantes coordenadores de estágio, professores orientadores, professores colaboradores, estagiários e gestores. Em termos estruturais, a tese organizou-se no modelo escandinavo, composta por quatro artigos interdependentes. Os dois primeiros delinearam o quadro teórico-conceitual sobre o processo de profissionalização do ensino e um mapeamento sobre a produção primária de teses e dissertações sobre o ECS na formação do professor de EF no Brasil entre 1996 e 2019, os quais deram sustentação para as análises dos outros dois artigos. O estudo empírico tomou por base a análise documental e questionários, apresentando uma cartografia sobre o ECS em EF na Amazônia, no qual sobreveio indicativos peculiares, denotando, ainda que de forma pontual, o desenvolvimento de um trabalho realizado na fronteira entre a idade do ofício e da profissão, dando sustentação para imergir na etapa seguinte, o que deu origem ao quarto artigo, baseado nas vozes dos participantes de onde emergiram alguns indicativos como: organização peculiar dos núcleos de estágio; utilização de quatro dispositivos (roteiro crítico-reflexivo, portfólio, seminário de socialização e rodas de conversas) que dão suporte à compreensão da prática como espaço/lugar de reflexão sobre os cotidianos da profissão, visualizada por uma proposta formativa pautada na interação entre os atores envolvidos; a implantação de parceria institucional na qual evidenciou-se passos importantes das instituições e os agentes formativos ao se envolverem ativamente com a formação dos futuros professores. Conclui-se que, embora se tenha clareza sobre a importância das relações estabelecidas nos espaços formativos nos estágios curriculares supervisionados nos cursos de licenciatura em EF, há necessidade de estabelecer as responsabilidades ao nível das instituições e dos agentes envolvidos no processo formativo, na busca de firmar uma posição enquanto condição para o desenvolvimento de um espaço de diálogo, com disposições e papéis definidos coletivamente, com o intuito de edificar uma casa comum no estágio, na fronteira entre a formação universitária e a prática profissional no chão das escolas.
This research aimed to investigate how the learning process of teaching practice occurs in the supervised curricular internship, with the perspective of the professionalization of teaching in the physical education of public universities in the Amazon. Specifically, we sought: a) to analyze and understand the process of professionalization of teaching, aiming to contribute to the reflection around the building of teaching as a profession, in the Brazilian context, as well as to discussions in the field of teacher education; b) to map the production of primary knowledge (theses and dissertations) on Supervised Curricular Internship in the education of physical education teachers in Brazil, in order to identify contributing factors for the process of professionalization of teaching; c) to characterize the organizations and formative conceptions of supervised curricular internship in EF that prevail in the Amazon region, aiming to identify elements that characterize the ages of teaching in the process of professionalization of the future physical education teacher; d) to identify and characterize the constitutive elements of professional culture in the supervised curricular internship as a contribution to a pedagogy of physical education teacher training. Methodologically, the research was guided by the qualitative, exploratory, descriptive approach, carried out in nine public universities in the Amazon, having as participants internship coordinators, guiding professors, collaborating professors, interns and managers. In structural terms, the thesis was organized in the Scandinavian model, composed of four interdependent articles. The first two outlined the theoretical-conceptual framework on the process of professionalization of teaching and a mapping on the primary production of theses and dissertations on The SSC in the formation of the PHF teacher in Brazil between 1996 and 2019, which supported the analysis of the other two articles. The empirical study was based on the documental analysis and questionnaires, presenting a cartography on the ECS in EF in the Amazon, in which there were peculiar indications, denoting, even in a timely manner, the development of a work carried out on the border between the age of the office and the profession, providing support to immerse in the next stage, which gave rise to the fourth article, based on the voices of the participants from which some indications emerged such as: peculiar organization of the internship nuclei; use of four devices (critical-reflective script, portfolio, socialization seminar and conversation wheels) that support the understanding of practice as a space/place of reflection on the daily life of the profession, visualized by a formative proposal based on the interaction between the actors involved; the implementation of an institutional partnership in which important steps of institutions and training agents were evidenced by actively engaging with the training of future teachers. It is concluded that, although it is clear about the importance of the relationships established in the training spaces in the supervised curricular internships in the undergraduate courses in EF, there is a need to establish the responsibilities at the level of the institutions and agents involved in the training process, in the search to establish a position as a condition for the development of a space for dialogue, with collectively defined provisions and roles, in order to build a common house on stage, on the border between university education and professional practice on the school floor.
This research aimed to investigate how the learning process of teaching practice occurs in the supervised curricular internship, with the perspective of the professionalization of teaching in the physical education of public universities in the Amazon. Specifically, we sought: a) to analyze and understand the process of professionalization of teaching, aiming to contribute to the reflection around the building of teaching as a profession, in the Brazilian context, as well as to discussions in the field of teacher education; b) to map the production of primary knowledge (theses and dissertations) on Supervised Curricular Internship in the education of physical education teachers in Brazil, in order to identify contributing factors for the process of professionalization of teaching; c) to characterize the organizations and formative conceptions of supervised curricular internship in EF that prevail in the Amazon region, aiming to identify elements that characterize the ages of teaching in the process of professionalization of the future physical education teacher; d) to identify and characterize the constitutive elements of professional culture in the supervised curricular internship as a contribution to a pedagogy of physical education teacher training. Methodologically, the research was guided by the qualitative, exploratory, descriptive approach, carried out in nine public universities in the Amazon, having as participants internship coordinators, guiding professors, collaborating professors, interns and managers. In structural terms, the thesis was organized in the Scandinavian model, composed of four interdependent articles. The first two outlined the theoretical-conceptual framework on the process of professionalization of teaching and a mapping on the primary production of theses and dissertations on The SSC in the formation of the PHF teacher in Brazil between 1996 and 2019, which supported the analysis of the other two articles. The empirical study was based on the documental analysis and questionnaires, presenting a cartography on the ECS in EF in the Amazon, in which there were peculiar indications, denoting, even in a timely manner, the development of a work carried out on the border between the age of the office and the profession, providing support to immerse in the next stage, which gave rise to the fourth article, based on the voices of the participants from which some indications emerged such as: peculiar organization of the internship nuclei; use of four devices (critical-reflective script, portfolio, socialization seminar and conversation wheels) that support the understanding of practice as a space/place of reflection on the daily life of the profession, visualized by a formative proposal based on the interaction between the actors involved; the implementation of an institutional partnership in which important steps of institutions and training agents were evidenced by actively engaging with the training of future teachers. It is concluded that, although it is clear about the importance of the relationships established in the training spaces in the supervised curricular internships in the undergraduate courses in EF, there is a need to establish the responsibilities at the level of the institutions and agents involved in the training process, in the search to establish a position as a condition for the development of a space for dialogue, with collectively defined provisions and roles, in order to build a common house on stage, on the border between university education and professional practice on the school floor.
Descrição
Palavras-chave
Profissionalização de professores, Educação Física, Idades do estágio, Pedagogia da formação profissional, Amazônia, Teacher professionalization, Physical Education, Stage ages, Pedagogy of vocational training, Amazon