Formação continuada dos professores de educação física : avaliando uma experiência formativa

Detalhes bibliográficos
Autor(a) principal: Silva, Bruno Vasconcellos
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
Texto Completo: http://repositorio.ufes.br/handle/10/6934
Resumo: This research aims at evaluating a continuing formation experience of Elementary School Physical Education Teachers, developed by the schools in the city of Cariacica-ES in the year of 2015, mediated by the Researcher and the Teacher of the above-mentioned institution, as well as subsidized by collaborative and collective reconstruction principles. The accomplishment of such experience was motivated by the wish to promote a continuing formation in which the demands and needs related to the Teachers’ daily life were heard and discussed, and the participants, in a collective and collaborative way, could contribute with the process, rebuilding the proposal in the course of the meetings, promoting their know-how. In this dynamics, the Teacher/mediator fostered meetings listed by the other Teachers, therefore, those were also co- responsible for the development, contributing for the formation rethinking. The theoretical debate, which supports the ongoing research, was deepened through the elaboration of a conceptual map that submits a mishmash of concepts that emerge and are integrated around the continuing formation, namely: critical perspective in contrast with the rational/technical beliefs; epistemology of the practice; Teachers’ Knowledge; and the professionalization movement. The work analyzes the public policies regarding aspects, their concepts and importance, and also debates the national and municipal legal marks. The study is qualitative, interpretative and the closer approximation procedures to the field were the participant observations. Semi-structured interviews and field diary were also used. Through the evaluation, the Teachers’ understanding was sought from what has been projected in the experience mentioned. In general, the participant educators assure they could see themselves towards the continuing formation conduction, that is, this formation seemed to configure the Teachers’ authorship and leading roles. Besides that, dissonances were identified during this formative process that indicate difficult determinants to be overcome, such as the educational legislation itself, work conditions, as well as the fact of depending on the Teachers’ will.
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spelling Figueiredo, Zenólia Christina CamposSilva, Bruno VasconcellosCôco, ValdeteBracht, Valter2018-03-22T15:54:48Z2018-02-212018-03-22T15:54:48Z2017-12-15This research aims at evaluating a continuing formation experience of Elementary School Physical Education Teachers, developed by the schools in the city of Cariacica-ES in the year of 2015, mediated by the Researcher and the Teacher of the above-mentioned institution, as well as subsidized by collaborative and collective reconstruction principles. The accomplishment of such experience was motivated by the wish to promote a continuing formation in which the demands and needs related to the Teachers’ daily life were heard and discussed, and the participants, in a collective and collaborative way, could contribute with the process, rebuilding the proposal in the course of the meetings, promoting their know-how. In this dynamics, the Teacher/mediator fostered meetings listed by the other Teachers, therefore, those were also co- responsible for the development, contributing for the formation rethinking. The theoretical debate, which supports the ongoing research, was deepened through the elaboration of a conceptual map that submits a mishmash of concepts that emerge and are integrated around the continuing formation, namely: critical perspective in contrast with the rational/technical beliefs; epistemology of the practice; Teachers’ Knowledge; and the professionalization movement. The work analyzes the public policies regarding aspects, their concepts and importance, and also debates the national and municipal legal marks. The study is qualitative, interpretative and the closer approximation procedures to the field were the participant observations. Semi-structured interviews and field diary were also used. Through the evaluation, the Teachers’ understanding was sought from what has been projected in the experience mentioned. In general, the participant educators assure they could see themselves towards the continuing formation conduction, that is, this formation seemed to configure the Teachers’ authorship and leading roles. Besides that, dissonances were identified during this formative process that indicate difficult determinants to be overcome, such as the educational legislation itself, work conditions, as well as the fact of depending on the Teachers’ will.A pesquisa visa a avaliar uma experiência de formação continuada dos professores de Educação Física do ensino fundamental, desenvolvida na Rede Municipal de Ensino de Cariacica-ES no ano de 2015, mediada pelo pesquisador, professor da referida instituição, bem como subsidiada pelos princípios da reconstrução coletiva e colaborativa. A realização desta experiência foi motivada pelo desejo de promover uma formação continuada em que as demandas e necessidades referentes ao cotidiano docente fossem ouvidas e discutidas, e os participantes, de modo coletivo e colaborativo, contribuíssem com o processo, reconstruindo as propostas no decorrer dos encontros, valorizando o seu saber-fazer. Nessa dinâmica, o professor/mediador promovia encontros elencados pelos demais professores, destarte esses também foram corresponsáveis pelo desenvolvimento, contribuindo para repensar a formação. O debate teórico, que dá suporte à pesquisa em voga, foi aprofundado a partir da elaboração de um mapa conceitual no qual se apresenta uma amálgama de conceitos que emergem e se imbricam em torno da formação continuada, a saber: perspectiva crítica em contraposição aos pensamentos racionais/tecnicistas; epistemologia da prática; saberes docentes; e movimento da profissionalização. O trabalho analisa as políticas públicas no que tange à seara, seus conceitos e sua importância, bem como debate os marcos legais nacionais e do referido município. O estudo é qualitativo, interpretativo e os procedimentos de maior aproximação do campo foram a observação participante. Também foram utilizadas entrevistas semiestruturadas e diário de campo. Por meio da avaliação, buscou-se o entendimento docente do que foi projetado na referida experiência. De modo geral, os educadores participantes afirmam que se viram na condução da formação continuada, ou seja, essa formação pareceu configurar autoria e protagonismo aos professores. Além disso, foram identificadas dissonâncias no decorrer desse processo formativo, que apontam condicionantes difíceis de serem superadas, como a própria legislação educacional, condições de trabalho, bem como o fato de depender de um querer do professorado.Texthttp://repositorio.ufes.br/handle/10/6934porUniversidade Federal do Espírito SantoMestrado em Educação FísicaPrograma de Pós-Graduação em Educação FísicaUFESBRCentro de Educação Física e DesportosContinuing formationPedagogical practicePhysical EducationFormação continuadaPrática pedagógicaProfessores - Formação - Cariacica (ES)Educação física - Estudo e ensinoEducação Física796Formação continuada dos professores de educação física : avaliando uma experiência formativainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALtese_11615_Disserta__o BRUNO VASCONCELLOS.pdfapplication/pdf1745733http://repositorio.ufes.br/bitstreams/175ebd8a-7a35-4148-9b25-1b468cc771db/downloadea5d79a163d89b35354d4bf2636d3266MD5110/69342024-07-16 19:11:29.869oai:repositorio.ufes.br:10/6934http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-10-15T17:52:00.800987Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false
dc.title.none.fl_str_mv Formação continuada dos professores de educação física : avaliando uma experiência formativa
title Formação continuada dos professores de educação física : avaliando uma experiência formativa
spellingShingle Formação continuada dos professores de educação física : avaliando uma experiência formativa
Silva, Bruno Vasconcellos
Continuing formation
Pedagogical practice
Physical Education
Formação continuada
Prática pedagógica
Educação Física
Professores - Formação - Cariacica (ES)
Educação física - Estudo e ensino
796
title_short Formação continuada dos professores de educação física : avaliando uma experiência formativa
title_full Formação continuada dos professores de educação física : avaliando uma experiência formativa
title_fullStr Formação continuada dos professores de educação física : avaliando uma experiência formativa
title_full_unstemmed Formação continuada dos professores de educação física : avaliando uma experiência formativa
title_sort Formação continuada dos professores de educação física : avaliando uma experiência formativa
author Silva, Bruno Vasconcellos
author_facet Silva, Bruno Vasconcellos
author_role author
dc.contributor.advisor1.fl_str_mv Figueiredo, Zenólia Christina Campos
dc.contributor.author.fl_str_mv Silva, Bruno Vasconcellos
dc.contributor.referee1.fl_str_mv Côco, Valdete
dc.contributor.referee2.fl_str_mv Bracht, Valter
contributor_str_mv Figueiredo, Zenólia Christina Campos
Côco, Valdete
Bracht, Valter
dc.subject.eng.fl_str_mv Continuing formation
Pedagogical practice
Physical Education
topic Continuing formation
Pedagogical practice
Physical Education
Formação continuada
Prática pedagógica
Educação Física
Professores - Formação - Cariacica (ES)
Educação física - Estudo e ensino
796
dc.subject.por.fl_str_mv Formação continuada
Prática pedagógica
dc.subject.cnpq.fl_str_mv Educação Física
dc.subject.br-rjbn.none.fl_str_mv Professores - Formação - Cariacica (ES)
Educação física - Estudo e ensino
dc.subject.udc.none.fl_str_mv 796
description This research aims at evaluating a continuing formation experience of Elementary School Physical Education Teachers, developed by the schools in the city of Cariacica-ES in the year of 2015, mediated by the Researcher and the Teacher of the above-mentioned institution, as well as subsidized by collaborative and collective reconstruction principles. The accomplishment of such experience was motivated by the wish to promote a continuing formation in which the demands and needs related to the Teachers’ daily life were heard and discussed, and the participants, in a collective and collaborative way, could contribute with the process, rebuilding the proposal in the course of the meetings, promoting their know-how. In this dynamics, the Teacher/mediator fostered meetings listed by the other Teachers, therefore, those were also co- responsible for the development, contributing for the formation rethinking. The theoretical debate, which supports the ongoing research, was deepened through the elaboration of a conceptual map that submits a mishmash of concepts that emerge and are integrated around the continuing formation, namely: critical perspective in contrast with the rational/technical beliefs; epistemology of the practice; Teachers’ Knowledge; and the professionalization movement. The work analyzes the public policies regarding aspects, their concepts and importance, and also debates the national and municipal legal marks. The study is qualitative, interpretative and the closer approximation procedures to the field were the participant observations. Semi-structured interviews and field diary were also used. Through the evaluation, the Teachers’ understanding was sought from what has been projected in the experience mentioned. In general, the participant educators assure they could see themselves towards the continuing formation conduction, that is, this formation seemed to configure the Teachers’ authorship and leading roles. Besides that, dissonances were identified during this formative process that indicate difficult determinants to be overcome, such as the educational legislation itself, work conditions, as well as the fact of depending on the Teachers’ will.
publishDate 2017
dc.date.issued.fl_str_mv 2017-12-15
dc.date.accessioned.fl_str_mv 2018-03-22T15:54:48Z
dc.date.available.fl_str_mv 2018-02-21
2018-03-22T15:54:48Z
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dc.publisher.none.fl_str_mv Universidade Federal do Espírito Santo
Mestrado em Educação Física
dc.publisher.program.fl_str_mv Programa de Pós-Graduação em Educação Física
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dc.publisher.country.fl_str_mv BR
dc.publisher.department.fl_str_mv Centro de Educação Física e Desportos
publisher.none.fl_str_mv Universidade Federal do Espírito Santo
Mestrado em Educação Física
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