Educação física e letramento na rede municipal de ensino de Goiânia: aproximações dialógicas

• Autor(a) principal: Viana, Ludmila Siqueira Mota
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7579
• topic: Ensino; Educação física; Letramento; Alfabetização; Teaching; Physical education; Literacy; Lettering; CIENCIAS HUMANAS::EDUCACAO

The motivation and interest that led to the proposal of this research are the result of the professional and academic experiences of this researcher woven as a teacher of Physical Education of the grouping A, Cycle I of the 1st phase of Elementary Education in the Municipal Education Network of Goiânia. In our hypothesis, it is possible that School Physical Education is not contributing to children's lettering, specifically in literacy rooms. The present work seeks to investigate the relationships between Physical Education and the literacy (lettering) process in Cycle I, having as fundamental category the interdisciplinarity between the Physical Education teacher and the teacher pedagogue in the processes of reading and writing. The research brings, as main issue, the question: what are the possibilities and the limits of pedagogical practices in Physical Education in the Municipal Education Network of Goiânia in its relationship with reading and writing? The main objective is to investigate how the Physical Education teacher and the pedagogue work the literacy (lettering) process. In order to understand these discussions, we chose to develop the research based on the dialectical materialist method based on a dialectical interpretation of the world, using as theoretical reference the studies of Marx (1998, 2004, 2011), Severino (2007) and Triviños 2015). For the analysis of thought and language, we will base on Vygotsky, Luria, Leontiev (2004; 2009; 2014) and Bakhtin (2006; 2009), Kleiman (2012) and Tfouni (2010). We use the contribution of the Collective of Authors (2009) to the foundation in the area of Physical Education. Tardif (2014) was used to understand the relations between the teaching knowledge; and for the construction of the educational product, from the historical-critical Pedagogy, Saviani (2008) and Gasparin (2007) were used. The research was divided in two fields of action: an extended field, which we investigated the discourses of Physical Education teachers and pedagogues regarding the literacy and lettering of the Municipal Education of Goiânia (RME) that provided elements that helped us to choose of the specific field; and a specific field, where we enter into the reality of an RME school and construct a proposal of intervention of pedagogical practice of Physical Education with a view to literacy (lettering). We use as instrument to get information semi-structured questionnaires, in order to know the interaction that these subjects establish with teachers pedagogue. In the specific field, the research locus was in a RME-Goiânia school, where we constructed a didactic sequence of Physical Education with a view to literacy (lettering). As results, we verified the absence of an interdisciplinary treatment between Physical Education and literacy in the official documents, and a understanding about literacy and lettering associated with mechanical practices of reading and writing and that the organization of the pedagogical work impend the interdisciplinary work between the Physical Education and Pedagogy. It is hoped by this work to promote subsidies about the process of literacy and literacy (lettering) and its relations with Physical Education, in an attempt to re-dimension the meaning about them.