O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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/10/10974 |
Resumo: | The present study is the result of a dissatisfaction with the way in which studies on the field of training and curriculum in Physical Education have dealt with the National Curricular Guidelines (DCNs) for higher education, in particular Resolutions CNE/CP 01/2002; CNE/CP 02/2002; CNE/CES 07/2004 and CNE/CP 02/2015, which, among other aspects, started to define different training paths for Teacher Training and Bachelor degrees. In view of the positions related to the current DCNs, it is noticed that the studies sometimes present a conception of curriculum as a document that only complies with the law as if it could not be interpreted. It is not known, however, that curricula are carried out in daily life according to criteria established by them and not limited to these guidelines. In addition, it is understood that the debate around the DCNs has ignored the fact that the curricula are realized also in the quotidian of the formation. Therefore, the objective of this investigation is to know the repercussions of the DCNs in the dynamic process that involves (re)interpretation, (re)appropriation and (re)invention of the curricular document in the daily life of a degree in physical education, of an Institution of Higher Education. In order to understand the repercussions of the DCNs in three instances: in the formative and professional projects of the students, since the students would have to choose the degree or the baccalaureate before entering the course; in the valuation of the knowledge in the curriculum, in order to verify if the DCNs were able to change the scientific tradition of the physical education in the curriculum of the institution investigated; and, finally, in the identity of the degree, in order to know if the training of teachers was configured as the central objective of the course. For that, an ethnographic study was conducted, with a one-year follow-up of the curricular routine of the School of Physical Education, Physiotherapy and Occupational Therapy (EEFFTO) of the Federal University of Minas Gerais. The thesis is that the DCNs occupy a secondary place in the way the curricula are carried out in the daily life of the formation, since the modes like EEFFTO, the teachers and the students conceive the Physical Education as academic, scientific area, of professional formation, and also as a curricular component, end up having greater repercussions in the process that involves the mediation between the prescribed curriculum and the lived curriculum. The results reinforce the thesis in identifying that the DCNs, although they had provided legal conditions for the creation of a curricular proposal that was aligned with the identity of the Degree, which in fact was successful, could not, within the curriculum lived, delimit this identity, since there is no consensus about this identity between students and teachers. It was found that the DCNs did not manage to substantially alter the training and professional projects of the students who entered the course, nor did they break with their criteria for valuing their knowledge. In the latter case, it was found that aspects unrelated to DCNs such as hierarchization and the way knowledge is treated in the educational process, as well as the relation of knowledge to professional practice, had a greater influence on the students' evaluation criteria of the disciplines. Finally, the study potentiated the notion of curriculum as a social construction, marked by conflicts arising from the different ways of conceiving Physical Education both epistemologically and politically. |
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Figueiredo, Zenólia Christina CamposAlves, Cláudia AleixoAroeira, Kalline PereiraVago, Tarcísio MauroChicon, José FranciscoBracth, ValterAlmeida, Felipe Quintão de2019-03-27T02:02:44Z2019-03-262019-03-27T02:02:44Z2019-03-18The present study is the result of a dissatisfaction with the way in which studies on the field of training and curriculum in Physical Education have dealt with the National Curricular Guidelines (DCNs) for higher education, in particular Resolutions CNE/CP 01/2002; CNE/CP 02/2002; CNE/CES 07/2004 and CNE/CP 02/2015, which, among other aspects, started to define different training paths for Teacher Training and Bachelor degrees. In view of the positions related to the current DCNs, it is noticed that the studies sometimes present a conception of curriculum as a document that only complies with the law as if it could not be interpreted. It is not known, however, that curricula are carried out in daily life according to criteria established by them and not limited to these guidelines. In addition, it is understood that the debate around the DCNs has ignored the fact that the curricula are realized also in the quotidian of the formation. Therefore, the objective of this investigation is to know the repercussions of the DCNs in the dynamic process that involves (re)interpretation, (re)appropriation and (re)invention of the curricular document in the daily life of a degree in physical education, of an Institution of Higher Education. In order to understand the repercussions of the DCNs in three instances: in the formative and professional projects of the students, since the students would have to choose the degree or the baccalaureate before entering the course; in the valuation of the knowledge in the curriculum, in order to verify if the DCNs were able to change the scientific tradition of the physical education in the curriculum of the institution investigated; and, finally, in the identity of the degree, in order to know if the training of teachers was configured as the central objective of the course. For that, an ethnographic study was conducted, with a one-year follow-up of the curricular routine of the School of Physical Education, Physiotherapy and Occupational Therapy (EEFFTO) of the Federal University of Minas Gerais. The thesis is that the DCNs occupy a secondary place in the way the curricula are carried out in the daily life of the formation, since the modes like EEFFTO, the teachers and the students conceive the Physical Education as academic, scientific area, of professional formation, and also as a curricular component, end up having greater repercussions in the process that involves the mediation between the prescribed curriculum and the lived curriculum. The results reinforce the thesis in identifying that the DCNs, although they had provided legal conditions for the creation of a curricular proposal that was aligned with the identity of the Degree, which in fact was successful, could not, within the curriculum lived, delimit this identity, since there is no consensus about this identity between students and teachers. It was found that the DCNs did not manage to substantially alter the training and professional projects of the students who entered the course, nor did they break with their criteria for valuing their knowledge. In the latter case, it was found that aspects unrelated to DCNs such as hierarchization and the way knowledge is treated in the educational process, as well as the relation of knowledge to professional practice, had a greater influence on the students' evaluation criteria of the disciplines. Finally, the study potentiated the notion of curriculum as a social construction, marked by conflicts arising from the different ways of conceiving Physical Education both epistemologically and politically.O presente estudo é fruto de um descontentamento com a forma como os estudos sobre o campo da formação e do currículo na Educação Física têm tratado as Diretrizes Curriculares Nacionais (DCNs) para os cursos superiores, em destaque as Resoluções CNE/CP 01/2002; CNE/CP 02/2002; CNE/CES 07/2004 e CNE/CP 02/2015 que, entre outros aspectos, passaram a definir caminhos formativos distintos para a licenciatura e para o bacharelado. Diante dos posicionamentos relacionados às atuais DCNs, percebe-se que os estudos apresentam, algumas vezes, uma concepção de currículo como um documento que apenas acata a legislação como se esta não fosse passível de ser interpretada. Ignora-se, portando, que os currículos se realizam no cotidiano segundo critérios que as próprias Ies estabelecem e que não se reduzem a essas diretrizes. Ademais, entende-se que o debate em torno das DCNs tem ignorado o fato de que os currículos se realizam também no cotidiano da formação. Assim sendo, o objetivo dessa investigação é conhecer as repercussões das DCNs no processo dinâmico que envolve a (re) interpretação, (re) apropriação e (re) invenção do documento curricular no cotidiano de um curso de licenciatura em educação física, de uma Instituição de Ensino Superior (Ies). Em destaque, busca-se conhecer as repercussões das DCNs em três instâncias: nos projetos formativos e profissionais dos alunos, visto os alunos teriam que optar pela licenciatura ou pelo bacharelado antes de ingressar no curso; na valorização dos conhecimentos no currículo, a fim de verificar se as DCNs foram capazes de alterar a tradição científica da educação física no currículo da Instituição investigada; e, por fim, na identidade da licenciatura, no intuito de saber se a formação de professores se configurou como objetivo central do curso. Para tal, realizou-se um estudo etnográfico, com acompanhamento de um ano da rotina curricular da Escola de Educação Física, Fisioterapia e Terapia Ocupacional (EEFFTO) da Universidade Federal de Minas Gerais (UFMG). A tese defendida é a de que as DCNs ocupam um lugar secundário na forma como os currículos se realizam no cotidiano da formação, pois os modos como a EEFFTO, os professores e os alunos concebem a Educação Física enquanto área acadêmica, científica, de formação profissional, e também como componente curricular, acabam por ter maiores repercussões no processo que envolve a mediação entre o currículo prescrito e currículo vivido. Os resultados reforçam a tese ao identificar que as DCNs, embora tivessem proporcionado condições legais para a criação de uma proposta curricular que se alinhasse com a identidade da Licenciatura, o que de fato obteve êxito, não conseguiu, no âmbito do currículo vivido, delimitar essa identidade, uma vez que não há um consenso acerca dessa identidade nem entre os alunos, nem entre os professores. Constatou-se que as DCNs não conseguiram alterar, substancialmente, os projetos formativos e profissionais dos alunos que ingressaram no curso, nem romper com seus critérios de valorização dos conhecimentos. Neste último caso, verificou-se que aspectos alheios às DCNs tais como a hierarquização e o modo como os saberes são tratados no processo educacional, bem como a relação do conhecimento com a prática profissional possuíam maior influência nos critérios de valorização das disciplinas pelos alunos. Por fim, o estudo potencializou a noção de currículo como construção social, marcado por conflitos decorrentes das diferentes formas de conceber a Educação Física tanto epistemologicamente quanto politicamente.TextALVES, Cláudia Aleixo. O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação. 2019. Tese (Doutorado em Educação Física) — Centro de Educação Física e Desportos, Universidade Federal do Espírito Santo, Vitória, ES, 2019.http://repositorio.ufes.br/handle/10/10974porUniversidade Federal do Espírito SantoDoutorado em Educação FísicaPrograma de Pós-Graduação em Educação FísicaUFESBRCentro de Educação Física e DesportosCurrículoEducação FísicaDiretrizes CurricularesEducação físicaCurrículosEducação Física796O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALtese_13091_Tese - Cláudia Aleixo Alves.pdfapplication/pdf4022487http://repositorio.ufes.br/bitstreams/fbeec4c8-f4a0-414f-bbf0-8e0095b8eabc/download19f28aa9e3e4e39642ff91e3f4193fcbMD5110/109742024-06-28 10:14:03.061oai:repositorio.ufes.br:10/10974http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-06-28T10:14:03Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false |
dc.title.none.fl_str_mv |
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação |
title |
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação |
spellingShingle |
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação Alves, Cláudia Aleixo Currículo Educação Física Diretrizes Curriculares Educação Física Educação física Currículos 796 |
title_short |
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação |
title_full |
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação |
title_fullStr |
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação |
title_full_unstemmed |
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação |
title_sort |
O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação |
author |
Alves, Cláudia Aleixo |
author_facet |
Alves, Cláudia Aleixo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Figueiredo, Zenólia Christina Campos |
dc.contributor.author.fl_str_mv |
Alves, Cláudia Aleixo |
dc.contributor.referee1.fl_str_mv |
Aroeira, Kalline Pereira |
dc.contributor.referee2.fl_str_mv |
Vago, Tarcísio Mauro |
dc.contributor.referee3.fl_str_mv |
Chicon, José Francisco |
dc.contributor.referee4.fl_str_mv |
Bracth, Valter |
dc.contributor.referee5.fl_str_mv |
Almeida, Felipe Quintão de |
contributor_str_mv |
Figueiredo, Zenólia Christina Campos Aroeira, Kalline Pereira Vago, Tarcísio Mauro Chicon, José Francisco Bracth, Valter Almeida, Felipe Quintão de |
dc.subject.por.fl_str_mv |
Currículo Educação Física Diretrizes Curriculares |
topic |
Currículo Educação Física Diretrizes Curriculares Educação Física Educação física Currículos 796 |
dc.subject.cnpq.fl_str_mv |
Educação Física |
dc.subject.br-rjbn.none.fl_str_mv |
Educação física |
dc.subject.br-rjfgvb.none.fl_str_mv |
Currículos |
dc.subject.udc.none.fl_str_mv |
796 |
description |
The present study is the result of a dissatisfaction with the way in which studies on the field of training and curriculum in Physical Education have dealt with the National Curricular Guidelines (DCNs) for higher education, in particular Resolutions CNE/CP 01/2002; CNE/CP 02/2002; CNE/CES 07/2004 and CNE/CP 02/2015, which, among other aspects, started to define different training paths for Teacher Training and Bachelor degrees. In view of the positions related to the current DCNs, it is noticed that the studies sometimes present a conception of curriculum as a document that only complies with the law as if it could not be interpreted. It is not known, however, that curricula are carried out in daily life according to criteria established by them and not limited to these guidelines. In addition, it is understood that the debate around the DCNs has ignored the fact that the curricula are realized also in the quotidian of the formation. Therefore, the objective of this investigation is to know the repercussions of the DCNs in the dynamic process that involves (re)interpretation, (re)appropriation and (re)invention of the curricular document in the daily life of a degree in physical education, of an Institution of Higher Education. In order to understand the repercussions of the DCNs in three instances: in the formative and professional projects of the students, since the students would have to choose the degree or the baccalaureate before entering the course; in the valuation of the knowledge in the curriculum, in order to verify if the DCNs were able to change the scientific tradition of the physical education in the curriculum of the institution investigated; and, finally, in the identity of the degree, in order to know if the training of teachers was configured as the central objective of the course. For that, an ethnographic study was conducted, with a one-year follow-up of the curricular routine of the School of Physical Education, Physiotherapy and Occupational Therapy (EEFFTO) of the Federal University of Minas Gerais. The thesis is that the DCNs occupy a secondary place in the way the curricula are carried out in the daily life of the formation, since the modes like EEFFTO, the teachers and the students conceive the Physical Education as academic, scientific area, of professional formation, and also as a curricular component, end up having greater repercussions in the process that involves the mediation between the prescribed curriculum and the lived curriculum. The results reinforce the thesis in identifying that the DCNs, although they had provided legal conditions for the creation of a curricular proposal that was aligned with the identity of the Degree, which in fact was successful, could not, within the curriculum lived, delimit this identity, since there is no consensus about this identity between students and teachers. It was found that the DCNs did not manage to substantially alter the training and professional projects of the students who entered the course, nor did they break with their criteria for valuing their knowledge. In the latter case, it was found that aspects unrelated to DCNs such as hierarchization and the way knowledge is treated in the educational process, as well as the relation of knowledge to professional practice, had a greater influence on the students' evaluation criteria of the disciplines. Finally, the study potentiated the notion of curriculum as a social construction, marked by conflicts arising from the different ways of conceiving Physical Education both epistemologically and politically. |
publishDate |
2019 |
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2019-03-27T02:02:44Z |
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2019-03-26 2019-03-27T02:02:44Z |
dc.date.issued.fl_str_mv |
2019-03-18 |
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ALVES, Cláudia Aleixo. O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação. 2019. Tese (Doutorado em Educação Física) — Centro de Educação Física e Desportos, Universidade Federal do Espírito Santo, Vitória, ES, 2019. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufes.br/handle/10/10974 |
identifier_str_mv |
ALVES, Cláudia Aleixo. O currículo de um curso de licenciatura em Educação Física pós-diretrizes curriculares: da prescrição ao cotidiano da formação. 2019. Tese (Doutorado em Educação Física) — Centro de Educação Física e Desportos, Universidade Federal do Espírito Santo, Vitória, ES, 2019. |
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Universidade Federal do Espírito Santo Doutorado em Educação Física |
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Programa de Pós-Graduação em Educação Física |
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UFES |
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Centro de Educação Física e Desportos |
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Universidade Federal do Espírito Santo Doutorado em Educação Física |
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