A relação entre teoria e prática na formação e no trabalho docente : a pesquisa como solução?

• Autor(a) principal: Malacarne, Marluza Secchin
• Data de Publicação: 2014
• 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/10/7266
• topic: Educação Física; Professores de educação física - Formação; Pesquisa educacional; Educação física - Estudo e ensino; 796

Thethemeof the investigation is the relation between theory and the practice in the formation and the Teachers’ work. The research activity in the elementary school crosses this discussion, because it is seen by a large part of the academic literature (even incorporated in the official legislation discourses) as a formative strategy that enables better articulation between theory and practice in the formation and teachers’ work. It appoints as investigation object the following question: how do the Physical Education Teachers working in the municipal schools in Serra (ES) conceive and perform the research activity at work? What relation between theory and practice underlies such comprehension? In order to confront this quest, data was collected through questionnaires and interviews and appreciated by the content analysis technique. The research even appeals to the Marxist theoretical referential, with special highlight to the explanations related to the ontological constitution of the social being, to the assumptionsof the method of historical and dialectic materialism and the everyday and not everyday life formulations of the Hungarian Philosopher Agnes Heller. Data indicate that the Teachers acknowledged by their own partners as researchers carry out researches when involved with post-graduation courses. These investigations approach varied themes and are not restricted to the pedagogical practice only. Despite the ones interviewed affirming that the existence of a specific form of research in the school (linked to immediate problems, without theoretical referential and systematization), they offer evidence that this type of research cannot be maintained, owing to, mainly, the researching demands (time and detachment) and the precariousness of the working conditions.In general, the Teachers defend an articulated relation between theory and practice, however, such comprehension coexists with compliments moments to the theory cathartic potential and confusions that tend to merge and dilute the theory to immediate practice. This way, it stands out that daily school life is moved by a fundamental contradiction: residing in it, both the germens of the educational researches performance and the denial risks of the investigative attitudes, that is, the deflation of educational researches to the dimension of immediate pedagogical practice problems