As práticas de escrita na formação continuada com professores de Educação Física na Educação Infantil

• Autor(a) principal: Marchiori, Alexandre Freitas
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/15887
• topic: Formação Continuada; Educação Física; Educação Infantil; Escrita Docente; subject.br-rjbn; Educação Física

Analyzes the set of writing practices in continuing education with physical education teachers from the municipal Early Childhood Education network in Vitória city in Espírito Santo state. This formation corresponds to a university extension project carried out in 2019 (Federal Espírito Santo University/ extension program number 626). It is a partnership between the university, represented by the participants of the Learning Center with Children and their Activities, and the Education Department of the municipal network of Vitória city. The research required a methodological combination, in which Collaborative Action Research was mobilized to support the development of the study. In the first chapter, bibliographic research was used, of the state of knowledge type, to analyze the academic production related to the dimensions of writing in the continuing education of Physical Education in Early Childhood Education. In the second chapter, the textual productions of 31 teachers on teaching writing practices were analyzed. In relation to the third chapter, it was operated with the data produced during the execution of the collaborative research, from the records in the discussion forums; the different moments of continuing education (Inaugural meeting; activities on the VixEduca platform; discussion by the Thematic Working Group; seminar on practices; and Writing of the Pedagogical Didactic Material); and field diary. For chapter 4, documental research was adopted to analyze the final product of continuing education. The study participants correspond to 38 education professionals (Physical Education and Arts teachers, pedagogues, regent teachers, Early Childhood Education assistants, directors, interns) participating in the continuing education process and 14 university representatives. The theoretical contribution is based on Michel de Certeau and Mikhail Bakhtin. Among the results, it is highlighted that writing practices in the continuing education of teachers still lack investigation in the field of Physical Education, as it has little representation in the research found. The act of writing does not only involve personal desire, but requires conditions and the necessary processes to enable reflective writing. University extension is considered a rich opportunity to establish public policies for teaching appreciation and return to society through investment in education, reinforcing its training and knowledge production character. The relevance of action research is evidenced, in view of the production of knowledge that brings the academic field closer to the daily life of Early Childhood Education. In the Didactic-Pedagogical Material, the teachers shared their practices and knowledge, recognized in their arts of making. The thesis that the continuing education process, mediated by writing as a training path, allows the teacher to occupy a space as a producer of knowledge, characterizing itself as a political and emancipatory practice, proves to be beneficial.