Repercussões do subprojeto PIBID/UNEB escola como espaço da cultura corporal em Jacobina (Ba), sob o olhar dos seus professores/supervisores na realidade das escolas parceiras

• Autor(a) principal: Borges, Rita de Cássia Roxane Ferreira
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
• Texto Completo: http://tede2.uefs.br:8080/handle/tede/1493
• topic: PIBID; Formação de Professor; Educação Básica; Teacher Education; Basic Education; CIENCIAS HUMANAS::EDUCACAO; EDUCACAO::ENSINO-APRENDIZAGEM; EDUCACAO::FUNDAMENTOS DA EDUCACAO

This work is the result of a master's research carried out in four public schools in Jacobina - Bahia, which were attended by the PIBID / UNEB Program and Physical Education subproject, its main objective is to investigate the repercussions and contributions of this subproject, In the context of basic education, from the perspective of the supervising scholarship teachers, the central research question generated what the repercussions and contributions can be identified in the context of basic education, with the development of the PIBID / UNEB / Physical Education subproject, “School as a space of body culture in Jacobina”, from the reports of the supervising teachers of the partner schools? The theoretical support references of this research are anchored in studies on education, school and teacher training, based on the main authorities in the subject, such as Dermeval Saviani, Newton Duarte, Bernadete Gatti, Marilda Gonçalves Dias Facci, Gaudêncio Frigoto, and references. as: Antonio Gramsci and István Mészáros. In a dialogue process and consisted of conducting a questionnaire and a focus group interview with the teachers of the schools, thus enabling the research subjects to talk about their impressions and meanings about this program in schools and the development and contributions in your classes. The chapter of the theoretical discussion, dealt with the debate of teacher education and its relation with the school space as a laboratory of experiences for the teaching, the chapter of the methodology brings the question of the Marxist dialectical method, as scientific and political way for the comprehension of In fact, data collection was based on the content analysis instrument in an effort to obtain responses such as program impacts on partner schools. The research of the margin to interpret that is still essential policies of investment in the formation of teacher, initial as well as continued.