Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/15986 |
Resumo: | Grounded in the principles of Freire s perspective, this research aimed to identify, in the context of Physical Education, the elements that could be understood as characteristics of a pedagogical practice that encourages the autonomy process construction of students. To do so, it was performed a case study on the work of a Physical Education teacher of a public school and her class of students from 3rd grade. Her selection as a participant was based on prior clues that her pedagogical practice promoted students autonomy and, based on this initial hypothesis, this study sought to understand the characteristics and specificities of this practice. The information needed to elucidate the research problem were produced by the following procedures: class observations, semi-structured interview, reflexive meeting and documents analysis. The obtained data revealed two structuring categories of pedagogical practice focused on: 1) questioning and dialog and 2) the exercise of democratic teacher authority. The first category is divided into three subcategories: a) appreciation of students' knowledge, b) participatory and stimulating experiences of decision and c) social, cultural, political, economic and ideological implication of content, each one consisting of specific elements. The second category does not include subdivisions and it was directly analyzed from its constituent elements. It was also constructed a third explanatory category a critical reflection of the own practice that allowed a better understanding of the issues identified in the two previous categories. The results confirmed the initial hypothesis and showed that a pedagogical practice viewed as favoring the students autonomy, besides having essentially a democratic characteristic, manifests itself from a constant readiness for change. This readiness is underpinned by the established relationships between to do and thinking about to do and by critical recognition of factors that constrain and limit the educational work. It was possible to conclude that all these characteristics were features of an autonomous teacher and therefore, the possibility of development of students' autonomy is rooted in the teachers autonomy, which reiterates the need to question the current conditions of teaching formation and practice |
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Luna, Sergio Vasconcelos dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4758080T0Oliveira, Glaurea Nádia Borges de2016-04-28T20:56:23Z2011-06-202011-05-27Oliveira, Glaurea Nádia Borges de. Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana. 2011. 169 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/15986Grounded in the principles of Freire s perspective, this research aimed to identify, in the context of Physical Education, the elements that could be understood as characteristics of a pedagogical practice that encourages the autonomy process construction of students. To do so, it was performed a case study on the work of a Physical Education teacher of a public school and her class of students from 3rd grade. Her selection as a participant was based on prior clues that her pedagogical practice promoted students autonomy and, based on this initial hypothesis, this study sought to understand the characteristics and specificities of this practice. The information needed to elucidate the research problem were produced by the following procedures: class observations, semi-structured interview, reflexive meeting and documents analysis. The obtained data revealed two structuring categories of pedagogical practice focused on: 1) questioning and dialog and 2) the exercise of democratic teacher authority. The first category is divided into three subcategories: a) appreciation of students' knowledge, b) participatory and stimulating experiences of decision and c) social, cultural, political, economic and ideological implication of content, each one consisting of specific elements. The second category does not include subdivisions and it was directly analyzed from its constituent elements. It was also constructed a third explanatory category a critical reflection of the own practice that allowed a better understanding of the issues identified in the two previous categories. The results confirmed the initial hypothesis and showed that a pedagogical practice viewed as favoring the students autonomy, besides having essentially a democratic characteristic, manifests itself from a constant readiness for change. This readiness is underpinned by the established relationships between to do and thinking about to do and by critical recognition of factors that constrain and limit the educational work. It was possible to conclude that all these characteristics were features of an autonomous teacher and therefore, the possibility of development of students' autonomy is rooted in the teachers autonomy, which reiterates the need to question the current conditions of teaching formation and practiceFundamentada nos princípios da perspectiva freireana, esta pesquisa se propôs a identificar, no âmbito da Educação Física, elementos que pudessem ser entendidos como caracterizadores de uma prática pedagógica favorecedora do processo de constituição da autonomia dos alunos. Para isso, realizou-se um estudo de caso sobre o trabalho de uma professora de Educação Física com um grupo de alunos da 3ª série do ensino fundamental. Essa professora, que atua numa escola pública da rede estadual paulista de ensino, foi selecionada a partir de indícios prévios que levavam a crer que a sua prática pedagógica fosse favorecedora da autonomia discente e, com base nessa hipótese inicial, buscou-se apreender as características e especificidades dessa prática. As informações necessárias à elucidação do problema de pesquisa foram produzidas pelos seguintes procedimentos: observação das aulas, entrevista semiestruturada, encontro reflexivo e análise de documentos. Os dados obtidos evidenciaram duas categorias estruturantes da prática pedagógica focalizada: 1) problematização e dialogicidade e 2) o exercício da autoridade docente democrática. A primeira delas divide-se em três subcategorias: a) valorização dos sabres dos alunos, b) experiências participativas e estimuladoras da decisão e c) implicações sociais, culturais, políticas, econômicas e ideológicas dos conteúdos, cada uma delas constituída por elementos específicos. A segunda não contém subdivisões e foi diretamente analisada a partir de seus elementos constitutivos. Evidenciou-se também uma terceira categoria explicativa a reflexão crítica sobre a própria prática , que possibilitou uma melhor compreensão dos aspectos identificados nas duas categorias anteriores. Os resultados confirmaram a hipótese inicial e revelaram que uma prática pedagógica entendida como favorecedora da autonomia dos alunos, além de possuir um caráter essencialmente democrático, concretiza-se a partir de uma constante disponibilidade para a transformação, sustentada pelas relações estabelecidas entre o fazer e o pensar sobre fazer e pelo reconhecimento crítico dos fatores que condicionam e limitam o trabalho educativo. Do mesmo modo, foi possível concluir que todas essas características eram próprias de uma professora autônoma e que, portanto, a possibilidade de desenvolvimento da autonomia dos alunos está ancorada na autonomia dos professores, o que reitera a necessidade de se questionar as atuais condições de formação e de exercício da docênciaConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32156/Glaurea%20Nadia%20Borges%20de%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaAutonomiaEducação física escolarPrática pedagógicaAutonomyScholar physical educationPedagogical practiceCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALEducação física escolar e autonomia: a prática pedagógica sob a perspectiva freireanainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTGlaurea Nadia Borges de Oliveira.pdf.txtGlaurea Nadia Borges de Oliveira.pdf.txtExtracted texttext/plain437581https://repositorio.pucsp.br/xmlui/bitstream/handle/15986/3/Glaurea%20Nadia%20Borges%20de%20Oliveira.pdf.txt2f6e6f9b1eff34c9ce3fc65d6e5bddd9MD53ORIGINALGlaurea Nadia Borges de Oliveira.pdfapplication/pdf849469https://repositorio.pucsp.br/xmlui/bitstream/handle/15986/1/Glaurea%20Nadia%20Borges%20de%20Oliveira.pdfa2a526ef922ff3edfcac9aaf4a1c14efMD51THUMBNAILGlaurea Nadia Borges de Oliveira.pdf.jpgGlaurea Nadia Borges de Oliveira.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/15986/2/Glaurea%20Nadia%20Borges%20de%20Oliveira.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/159862022-04-27 15:23:30.039oai:repositorio.pucsp.br:handle/15986Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T18:23:30Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana |
title |
Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana |
spellingShingle |
Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana Oliveira, Glaurea Nádia Borges de Autonomia Educação física escolar Prática pedagógica Autonomy Scholar physical education Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana |
title_full |
Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana |
title_fullStr |
Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana |
title_full_unstemmed |
Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana |
title_sort |
Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana |
author |
Oliveira, Glaurea Nádia Borges de |
author_facet |
Oliveira, Glaurea Nádia Borges de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Luna, Sergio Vasconcelos de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4758080T0 |
dc.contributor.author.fl_str_mv |
Oliveira, Glaurea Nádia Borges de |
contributor_str_mv |
Luna, Sergio Vasconcelos de |
dc.subject.por.fl_str_mv |
Autonomia Educação física escolar Prática pedagógica |
topic |
Autonomia Educação física escolar Prática pedagógica Autonomy Scholar physical education Pedagogical practice CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Autonomy Scholar physical education Pedagogical practice |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
Grounded in the principles of Freire s perspective, this research aimed to identify, in the context of Physical Education, the elements that could be understood as characteristics of a pedagogical practice that encourages the autonomy process construction of students. To do so, it was performed a case study on the work of a Physical Education teacher of a public school and her class of students from 3rd grade. Her selection as a participant was based on prior clues that her pedagogical practice promoted students autonomy and, based on this initial hypothesis, this study sought to understand the characteristics and specificities of this practice. The information needed to elucidate the research problem were produced by the following procedures: class observations, semi-structured interview, reflexive meeting and documents analysis. The obtained data revealed two structuring categories of pedagogical practice focused on: 1) questioning and dialog and 2) the exercise of democratic teacher authority. The first category is divided into three subcategories: a) appreciation of students' knowledge, b) participatory and stimulating experiences of decision and c) social, cultural, political, economic and ideological implication of content, each one consisting of specific elements. The second category does not include subdivisions and it was directly analyzed from its constituent elements. It was also constructed a third explanatory category a critical reflection of the own practice that allowed a better understanding of the issues identified in the two previous categories. The results confirmed the initial hypothesis and showed that a pedagogical practice viewed as favoring the students autonomy, besides having essentially a democratic characteristic, manifests itself from a constant readiness for change. This readiness is underpinned by the established relationships between to do and thinking about to do and by critical recognition of factors that constrain and limit the educational work. It was possible to conclude that all these characteristics were features of an autonomous teacher and therefore, the possibility of development of students' autonomy is rooted in the teachers autonomy, which reiterates the need to question the current conditions of teaching formation and practice |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-06-20 |
dc.date.issued.fl_str_mv |
2011-05-27 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:56:23Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Oliveira, Glaurea Nádia Borges de. Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana. 2011. 169 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/15986 |
identifier_str_mv |
Oliveira, Glaurea Nádia Borges de. Educação física escolar e autonomia: a prática pedagógica sob a perspectiva freireana. 2011. 169 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
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https://tede2.pucsp.br/handle/handle/15986 |
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por |
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Pontifícia Universidade Católica de São Paulo |
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