Diálogos sobre a educação física na educação de jovens e adultos numa perspectiva freireana

• Autor(a) principal: Pereira, Ricardo Reuter
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/3749
• topic: EDUCAÇÃO; EDUCAÇÃO DE ADULTOS; EDUCAÇÃO FÍSICA - ENSINO; PROFESSORES - FORMAÇÃO PROFISSIONAL; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This thesis has its focus on Physical Education in Youth and Adult Education (Educação de Jovens e Adultos EJA), based on a field research with teachers from municipal schools of São Leopoldo, Rio Grande do Sul. According to LDB n° 9.394/96, physical education is a subject appurtenant to basic education. However, in Youth and Adult Education there several possibilities of exemption. Yet, physical education is offered as curriculum in schools from São Leopoldo. Understanding that this subject, along with the others, may contribute to the formal education process, we pursue its comprehension from the following research problem: how teachers conceive and perform their pedagogical practice grounded in their knowledge and understanding about educational needs of their students in the Youth and Adult Education?We seek in the theoretical basis some approaches to Youth and Adult Education, Contributions from Paulo Freire, physical education and School and Teacher's Instruction and Knowledge. The research design was a discussion group. There were four meetings with the teachers, where have been discussed topics related to our goals. As a complementary tool we use observation in loco along with a field diary and document analysis, as well as interviews with the EJA coordinator from São Leopoldo and with physical education teachers who are supervisors in schools. From our analysis, we set three categories: being EJA teacher ; becoming a teacher; physical education: understandings and collective works . This research allowed us to understand that teaching in EJA is a challenge related to a incipient formation and to the need of comprehend who is our student. Some teachers propose ideas that rise possibilities to a teaching practice that answer the students' needs. We understood that dialogue in the pedagogical practice of some physical education teachers in EJA was fundamental to the success of their classes