O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/15097 |
Resumo: | Historically, Physical Education seeks its space as a curricular component, and in Children Education there is no mandatory professional of the area (or specialist), leaving this choice to the discretion of each education system. In this sense, the present work is circumscribed within the scope of the teaching of Physical Education teachers who work in Children's Education, more specifically in pre-school, and its purpose is to investigate the continuing education of these teachers through the Hour of Collective Pedagogical Work (HTPC), specific for Physical Education teachers held in a city in the interior of the State of São Paulo. The question is to what extent the specific HTPC for Physical Education teachers contributed/contributes to the educational practice of these teachers who work in early childhood education? In view of such questioning, this research aims to understand if and how the Collective Pedagogical Work Schedule (HTPC) influences/influenced the educational practice of Physical Education teachers working in pre-school. The theoretical framework was built addressing the continuing education of teachers, as well as the conceptions and history of the HTPC and Physical Education in Kindergarten. For this, the research was based on the qualitative approach, having as subjects five Physical Education teachers who work with preschool children and participated in the specific HTPC for Physical Education teachers. In the instance of data collection, semi structured interviews were conducted with five Physical Education teachers, in order to contemplate the research objectives. The data analysis was performed based on Content Analysis. It was identified that the teachers who had been working for a longer time had an easier time organizing and working with children. The teachers pointed out some remarkable characteristics about the organization of the specific HTPC, such as the exchange of experiences in the form of narratives and presentation of videos and activities by the pedagogical coordinator. They recognized in the exchange of experiences a factor by which the specific HTPC was characterized as a moment of continuing education. Among the implications listed that this moment provided to the educational practice, the widening of the repertoire of activities and the perception of different forms of mediation and work with children were signaled, on a larger scale by the subjects. We emphasize that the Physical Education teachers do not reject the HTPC held in a school with a larger number of classes, with regular teachers and management, however, they consider that this moment is mostly focused on the continuing education of regular teachers. The proposals of this study go towards the valorization and return of the specific HTPC (expressed in the teachers' statements). |
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Oliveira, Natália da Silva deAlves, Fernando Donizetehttp://lattes.cnpq.br/3812723309905378http://lattes.cnpq.br/015893157287044839e0fdad-8ff3-4b34-bfca-789565fc39552021-11-11T08:04:13Z2021-11-11T08:04:13Z2021-09-20OLIVEIRA, Natália da Silva de. O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15097.https://repositorio.ufscar.br/handle/ufscar/15097Historically, Physical Education seeks its space as a curricular component, and in Children Education there is no mandatory professional of the area (or specialist), leaving this choice to the discretion of each education system. In this sense, the present work is circumscribed within the scope of the teaching of Physical Education teachers who work in Children's Education, more specifically in pre-school, and its purpose is to investigate the continuing education of these teachers through the Hour of Collective Pedagogical Work (HTPC), specific for Physical Education teachers held in a city in the interior of the State of São Paulo. The question is to what extent the specific HTPC for Physical Education teachers contributed/contributes to the educational practice of these teachers who work in early childhood education? In view of such questioning, this research aims to understand if and how the Collective Pedagogical Work Schedule (HTPC) influences/influenced the educational practice of Physical Education teachers working in pre-school. The theoretical framework was built addressing the continuing education of teachers, as well as the conceptions and history of the HTPC and Physical Education in Kindergarten. For this, the research was based on the qualitative approach, having as subjects five Physical Education teachers who work with preschool children and participated in the specific HTPC for Physical Education teachers. In the instance of data collection, semi structured interviews were conducted with five Physical Education teachers, in order to contemplate the research objectives. The data analysis was performed based on Content Analysis. It was identified that the teachers who had been working for a longer time had an easier time organizing and working with children. The teachers pointed out some remarkable characteristics about the organization of the specific HTPC, such as the exchange of experiences in the form of narratives and presentation of videos and activities by the pedagogical coordinator. They recognized in the exchange of experiences a factor by which the specific HTPC was characterized as a moment of continuing education. Among the implications listed that this moment provided to the educational practice, the widening of the repertoire of activities and the perception of different forms of mediation and work with children were signaled, on a larger scale by the subjects. We emphasize that the Physical Education teachers do not reject the HTPC held in a school with a larger number of classes, with regular teachers and management, however, they consider that this moment is mostly focused on the continuing education of regular teachers. The proposals of this study go towards the valorization and return of the specific HTPC (expressed in the teachers' statements).Historicamente a Educação Física busca seu espaço enquanto componente curricular, sendo que na Educação Infantil não existe a obrigatoriedade do profissional da área (ou especialista), ficando essa escolha, a critério de cada sistema de ensino. Nesse sentido, o presente trabalho circunscreve-se no âmbito da docência de professores de Educação Física que atuam na Educação Infantil, mais especificamente na pré-escola e tem como intencionalidade de investigação a formação continuada desses docentes por meio do Horário de Trabalho Pedagógico Coletivo (HTPC), específico para professores de Educação Física realizado em um município do interior do Estado de São Paulo. Questiona-se em que medida o HTPC específico de professores de Educação Física influencia/influenciou a prática educativa desses docentes que atuam na educação infantil? Diante de tal questionamento, a pesquisa objetiva compreender se, e de que forma, o Horário de Trabalho Pedagógico Coletivo (HTPC) influencia/influenciou a prática educativa de professores de Educação Física atuantes na pré-escola. O referencial teórico foi construído abordando a formação continuada de professores, bem como as concepções e a história do HTPC e da Educação Física na Educação Infantil. Para isso, a pesquisa foi pautada na abordagem qualitativa, tendo como sujeitos cinco professores concursados, de Educação Física, que atuam com crianças que estão na pré-escola e participaram do HTPC específico de professores de Educação Física. Na instância de coleta de dados, foram realizadas entrevistas semiestruturadas com cinco professores de Educação Física, a fim de contemplar os objetivos da pesquisa. A análise dos dados foi realizada com base na Análise de Conteúdo. Identificou-se que os professores que possuíam maior tempo de exercício têm mais facilidade para organizar e atuar com a criança. Os docentes sinalizaram algumas características marcantes sobre a organização do HTPC específico de área, como as trocas de experiências em formas de narrativas e apresentação de vídeos e atividades pelo coordenador pedagógico. Reconheceram nas trocas de experiências fator pelo qual o HTPC específico caracterizava-se como momento de formação continuada. Dentre as implicações elencadas que esse momento proporcionou a prática educativa, foram sinalizadas, em maior escala pelos sujeitos, a ampliação do repertório de atividades e a percepção de diferentes formas de mediação e trabalho com as crianças. Ressaltamos que os professores de Educação Física não rejeitam o HTPC realizado em escola com maior número de aulas, com professoras regentes e gestão, entretanto, consideram que esse momento é voltado majoritariamente para a formação continuada das professoras regentes. As propositivas desse estudo vão ao caminho de valorização e retorno do HTPC específico (expresso nas falas dos docentes).Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: 88882426326/2019-01porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessFormação continuadaHorário de Trabalho Pedagógico ColetivoEducação FísicaEducação InfantilPré-escolaPráticas educativasContinuing educationCollective pedagogical work schedulePhysical educationChild educationPre-schoolEducational practicesCIENCIAS HUMANAS::EDUCACAOO HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escolaThe specific HTPC of Physical Education teachers: contributions to the educational practice in pre-schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis6006005f782cd8-fa94-4155-9148-c93fdf479d62reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDISSERTAÇÃO-NATALIA-FINAL.pdfDISSERTAÇÃO-NATALIA-FINAL.pdfRelatório de Pesquisa-dissertaçãoapplication/pdf999257https://repositorio.ufscar.br/bitstream/ufscar/15097/1/DISSERTA%c3%87%c3%83O-NATALIA-FINAL.pdf3105ad96ad97cdc1187c33a2198d00b2MD51Carta comprovante da versão final de teses e dissertações .pdfCarta comprovante da versão final de teses e dissertações .pdfCarta comprovante de versão finalapplication/pdf140435https://repositorio.ufscar.br/bitstream/ufscar/15097/3/Carta%20comprovante%20da%20vers%c3%a3o%20final%20de%20teses%20e%20disserta%c3%a7%c3%b5es%20.pdfacd1f47ca50a7334baf6ba137214b760MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15097/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTDISSERTAÇÃO-NATALIA-FINAL.pdf.txtDISSERTAÇÃO-NATALIA-FINAL.pdf.txtExtracted texttext/plain397266https://repositorio.ufscar.br/bitstream/ufscar/15097/5/DISSERTA%c3%87%c3%83O-NATALIA-FINAL.pdf.txt76b462f242d373c5b8182205456dda97MD55Carta comprovante da versão final de teses e dissertações .pdf.txtCarta comprovante da versão final de teses e dissertações .pdf.txtExtracted texttext/plain1460https://repositorio.ufscar.br/bitstream/ufscar/15097/7/Carta%20comprovante%20da%20vers%c3%a3o%20final%20de%20teses%20e%20disserta%c3%a7%c3%b5es%20.pdf.txte32b275d866bb3c77ac96a358dfd04e5MD57THUMBNAILDISSERTAÇÃO-NATALIA-FINAL.pdf.jpgDISSERTAÇÃO-NATALIA-FINAL.pdf.jpgIM Thumbnailimage/jpeg5718https://repositorio.ufscar.br/bitstream/ufscar/15097/6/DISSERTA%c3%87%c3%83O-NATALIA-FINAL.pdf.jpg3f1d5fa773d644085aee14a332b33702MD56Carta comprovante da versão final de teses e dissertações .pdf.jpgCarta comprovante da versão final de teses e dissertações .pdf.jpgIM Thumbnailimage/jpeg13346https://repositorio.ufscar.br/bitstream/ufscar/15097/8/Carta%20comprovante%20da%20vers%c3%a3o%20final%20de%20teses%20e%20disserta%c3%a7%c3%b5es%20.pdf.jpgfd669853120216b325171d14defe3066MD58ufscar/150972023-09-18 18:32:20.257oai:repositorio.ufscar.br:ufscar/15097Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:20Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola |
dc.title.alternative.eng.fl_str_mv |
The specific HTPC of Physical Education teachers: contributions to the educational practice in pre-school |
title |
O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola |
spellingShingle |
O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola Oliveira, Natália da Silva de Formação continuada Horário de Trabalho Pedagógico Coletivo Educação Física Educação Infantil Pré-escola Práticas educativas Continuing education Collective pedagogical work schedule Physical education Child education Pre-school Educational practices CIENCIAS HUMANAS::EDUCACAO |
title_short |
O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola |
title_full |
O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola |
title_fullStr |
O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola |
title_full_unstemmed |
O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola |
title_sort |
O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola |
author |
Oliveira, Natália da Silva de |
author_facet |
Oliveira, Natália da Silva de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0158931572870448 |
dc.contributor.author.fl_str_mv |
Oliveira, Natália da Silva de |
dc.contributor.advisor1.fl_str_mv |
Alves, Fernando Donizete |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3812723309905378 |
dc.contributor.authorID.fl_str_mv |
39e0fdad-8ff3-4b34-bfca-789565fc3955 |
contributor_str_mv |
Alves, Fernando Donizete |
dc.subject.por.fl_str_mv |
Formação continuada Horário de Trabalho Pedagógico Coletivo Educação Física Educação Infantil Pré-escola Práticas educativas |
topic |
Formação continuada Horário de Trabalho Pedagógico Coletivo Educação Física Educação Infantil Pré-escola Práticas educativas Continuing education Collective pedagogical work schedule Physical education Child education Pre-school Educational practices CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Continuing education Collective pedagogical work schedule Physical education Child education Pre-school Educational practices |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Historically, Physical Education seeks its space as a curricular component, and in Children Education there is no mandatory professional of the area (or specialist), leaving this choice to the discretion of each education system. In this sense, the present work is circumscribed within the scope of the teaching of Physical Education teachers who work in Children's Education, more specifically in pre-school, and its purpose is to investigate the continuing education of these teachers through the Hour of Collective Pedagogical Work (HTPC), specific for Physical Education teachers held in a city in the interior of the State of São Paulo. The question is to what extent the specific HTPC for Physical Education teachers contributed/contributes to the educational practice of these teachers who work in early childhood education? In view of such questioning, this research aims to understand if and how the Collective Pedagogical Work Schedule (HTPC) influences/influenced the educational practice of Physical Education teachers working in pre-school. The theoretical framework was built addressing the continuing education of teachers, as well as the conceptions and history of the HTPC and Physical Education in Kindergarten. For this, the research was based on the qualitative approach, having as subjects five Physical Education teachers who work with preschool children and participated in the specific HTPC for Physical Education teachers. In the instance of data collection, semi structured interviews were conducted with five Physical Education teachers, in order to contemplate the research objectives. The data analysis was performed based on Content Analysis. It was identified that the teachers who had been working for a longer time had an easier time organizing and working with children. The teachers pointed out some remarkable characteristics about the organization of the specific HTPC, such as the exchange of experiences in the form of narratives and presentation of videos and activities by the pedagogical coordinator. They recognized in the exchange of experiences a factor by which the specific HTPC was characterized as a moment of continuing education. Among the implications listed that this moment provided to the educational practice, the widening of the repertoire of activities and the perception of different forms of mediation and work with children were signaled, on a larger scale by the subjects. We emphasize that the Physical Education teachers do not reject the HTPC held in a school with a larger number of classes, with regular teachers and management, however, they consider that this moment is mostly focused on the continuing education of regular teachers. The proposals of this study go towards the valorization and return of the specific HTPC (expressed in the teachers' statements). |
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2021 |
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2021-11-11T08:04:13Z |
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2021-11-11T08:04:13Z |
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2021-09-20 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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OLIVEIRA, Natália da Silva de. O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15097. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/15097 |
identifier_str_mv |
OLIVEIRA, Natália da Silva de. O HTPC específico de professores de Educação Física: contribuições para a prática educativa na pré-escola. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15097. |
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https://repositorio.ufscar.br/handle/ufscar/15097 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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