Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2617 |
Resumo: | Teachers training is a process of constant acquisition and improvement of professional knowledge, started still in the student experience in Basic Education, that extends throughout the life in the phases of initial formation, initiation in the career and continued formation. Programs such as the PIBID - Institutional Scholarship Initiative Program have sought to improve the training of teachers at a higher level and to improve the quality of Brazilian Public Basic Education. Among the fundamental knowledge of teaching work is planning, where teachers must articulate, organize and coordinate their actions. Considering the experiences provided by the PIBID/FEF/UFMT regarding to the subject, we aim to understand how early Physical Education teachers who were scholarship holders of PIBID/FEF/UFMT of the College of Physical Education of the Federal University of Mato Grosso, understand the role of teacher planning and how they apply it in their pedagogical practice in the initial years of Elementary School in schools of the municipal education network of Cuiabá - MT. Specifically, we intend to verify how the former participants of the PIBID/FEF/UFMT pedagogically elaborate and organize their Physical Education Work Plan in the initial years of Elementary Education; to identify the possible challenges that early Physical Education teachers face in their pedagogical practice related to school planning; to identify the possible contributions of the PIBID/FEF/UFMT to the pedagogical practice of teachers graduating from the program, especially regarding to the planning of the subject of Physical Education. A qualitative research of the descriptive type was developed with four Physical Education teachers working in the years of Elementary School in schools of the municipal public education network of Cuiabá-MT. The method used is the case study. We use as data collection instruments such as documentary analysis; systematic observations of the classes of 3 rd and 5th grades of Elementary School of the respective teachers and semistructured interviews with them. The analysis was performed based on the construction of four descriptive categories. The data show that teachers understand and assume planning as a guide to action and intentional reflection, flexible, fundamental to the process of teaching and learning of students, as well as to the development of teaching work. The elaboration of the plans is made according to national and state laws and parameters, Pedagogical Political Project, school projects, annual and bimonthly themes. The Work Plans are drawn from the projects and themes developed by the school, from the motor development of the students, besides what teachers deem necessary. In general, the differentiation of what will be charged over the years is established by the increased complexity of activities. Teachers have worked with a maximum of two content per bimester, the materials used are diversified and appropriate to the content. The evaluation is diagnostic, procedural and summative. The lack of clarification on some elements of the Work Plan and the systematization of adequate contents over the years were the main challenges presented by the teachers. We have identified that the experiences provided by the subproject have helped teachers to know how and which frameworks can and should serve as a basis for the elaboration of the plans, what contents, the importance of action and reflection on the practice, as well as the organization and the intentionality of the teacher. We hope that this research will collaborate so that teachers, Higher Education Institutions and schools, work towards the improvement of teaching and its planning. |
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Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBIDFormação de professoresPlanejamentoPIBIDEducação físicaCNPQ::CIENCIAS HUMANAS::EDUCACAOTeacher trainingPlanningPIBIDPhysical educationTeachers training is a process of constant acquisition and improvement of professional knowledge, started still in the student experience in Basic Education, that extends throughout the life in the phases of initial formation, initiation in the career and continued formation. Programs such as the PIBID - Institutional Scholarship Initiative Program have sought to improve the training of teachers at a higher level and to improve the quality of Brazilian Public Basic Education. Among the fundamental knowledge of teaching work is planning, where teachers must articulate, organize and coordinate their actions. Considering the experiences provided by the PIBID/FEF/UFMT regarding to the subject, we aim to understand how early Physical Education teachers who were scholarship holders of PIBID/FEF/UFMT of the College of Physical Education of the Federal University of Mato Grosso, understand the role of teacher planning and how they apply it in their pedagogical practice in the initial years of Elementary School in schools of the municipal education network of Cuiabá - MT. Specifically, we intend to verify how the former participants of the PIBID/FEF/UFMT pedagogically elaborate and organize their Physical Education Work Plan in the initial years of Elementary Education; to identify the possible challenges that early Physical Education teachers face in their pedagogical practice related to school planning; to identify the possible contributions of the PIBID/FEF/UFMT to the pedagogical practice of teachers graduating from the program, especially regarding to the planning of the subject of Physical Education. A qualitative research of the descriptive type was developed with four Physical Education teachers working in the years of Elementary School in schools of the municipal public education network of Cuiabá-MT. The method used is the case study. We use as data collection instruments such as documentary analysis; systematic observations of the classes of 3 rd and 5th grades of Elementary School of the respective teachers and semistructured interviews with them. The analysis was performed based on the construction of four descriptive categories. The data show that teachers understand and assume planning as a guide to action and intentional reflection, flexible, fundamental to the process of teaching and learning of students, as well as to the development of teaching work. The elaboration of the plans is made according to national and state laws and parameters, Pedagogical Political Project, school projects, annual and bimonthly themes. The Work Plans are drawn from the projects and themes developed by the school, from the motor development of the students, besides what teachers deem necessary. In general, the differentiation of what will be charged over the years is established by the increased complexity of activities. Teachers have worked with a maximum of two content per bimester, the materials used are diversified and appropriate to the content. The evaluation is diagnostic, procedural and summative. The lack of clarification on some elements of the Work Plan and the systematization of adequate contents over the years were the main challenges presented by the teachers. We have identified that the experiences provided by the subproject have helped teachers to know how and which frameworks can and should serve as a basis for the elaboration of the plans, what contents, the importance of action and reflection on the practice, as well as the organization and the intentionality of the teacher. We hope that this research will collaborate so that teachers, Higher Education Institutions and schools, work towards the improvement of teaching and its planning.CAPESA formação de professores é um processo de constante aquisição e aperfeiçoamento de saberes profissionais, iniciado ainda na experiência discente na Educação Básica, que se estende ao longo da vida nas fases de formação inicial, iniciação na carreira e formação continuada. Programas como o PIBID – Programa Institucional de Bolsas de Iniciação à Docência tem buscado aperfeiçoar a formação de docentes em nível superior e melhorar a qualidade da Educação Básica pública brasileira. Entre os saberes fundamentais do trabalho docente está o planejamento, por onde os professores devem articular, organizar e coordenar suas ações. Considerando as vivências proporcionadas pelo PIBID/FEF/UFMT em relação ao assunto, objetivamos compreender como os professores de Educação Física em início de carreira que foram bolsistas do PIBID da Faculdade de Educação Física da Universidade Federal de Mato Grosso – PIBID/FEF/UFMT, compreendem o papel do planejamento docente e como o aplicam na sua prática pedagógica nos anos iniciais do Ensino Fundamental em escolas da rede municipal de ensino de Cuiabá – MT. Especificamente, pretendemos verificar como os professores ex-participantes do PIBID/FEF/UFMT elaboram e organizam pedagogicamente seu Plano de Trabalho de Educação Física nos anos iniciais do Ensino Fundamental; identificar os possíveis desafios que professores de Educação Física em início de carreira enfrentam na sua prática pedagógica com relação ao planejamento escolar; identificar as possíveis contribuições do PIBID/FEF/UFMT para a prática pedagógica de professores egressos do programa, principalmente no que se refere ao planejamento da disciplina de Educação Física. Foi desenvolvida uma pesquisa qualitativa do tipo descritiva com quatro professores de Educação Física atuantes nos anos iniciais do Ensino Fundamental em escolas da rede de ensino público municipal de Cuiabá-MT. O método utilizado é o estudo de caso. Adotamos como instrumentos de coleta de dados a análise documental; observações sistemática das turmas de 3º e 5º anos do Ensino Fundamental dos respectivos professores e a realização de entrevistas semi-estruturada com os mesmos. A análise foi realizada com base na construção de quatro categorias descritivas. Os dados revelam que os professores compreendem e assumem o planejamento como um guia de ação e reflexão intencional, flexível, fundamental para o processo de ensino e aprendizagem dos alunos, bem como para o desenvolvimento do trabalho docente. A elaboração dos planos é feita de acordo com leis e parâmetros nacionais, estaduais e municipais, Projeto Político Pedagógico, projetos escolares, temas anuais e bimestrais. Os Planos de Trabalho são elaborados a partir dos projetos e temas desenvolvidos pela escola, do desenvolvimento motor dos alunos, além aquilo que os docentes julgam necessário. Em geral, a diferenciação do que será cobrado ao longo dos anos é estabelecida pelo aumento da complexidade das atividades. Os professores têm trabalhado com no máximo dois conteúdos por bimestre, os materiais utilizados são diversificados e adequados ao conteúdo. A avaliação é diagnóstica, processual e somativa. A falta de esclarecimento sobre alguns elementos do Plano de Trabalho e a sistematização de conteúdos adequados ao longo dos anos, foram os principais desafios apresentados pelos docentes. Identificamos que as experiências proporcionadas pelo subprojeto ajudaram no sentido dos professores saberem como e quais referenciais podem e devem servir de base para elaboração dos planos, quais conteúdos, a importância da ação e reflexão sobre a prática, bem como da organização e a intencionalidade docente. Esperamos que esta pesquisa colabore para que professores, Instituições de Ensino Superior e escolas, trabalhem para o aperfeiçoamento docente e seu planejamento.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMoreira, Evando Carloshttp://lattes.cnpq.br/4561814544149415Moreira, Evando Carlos149.353.278-20http://lattes.cnpq.br/4561814544149415Grunennvaldt, José Tarcísio347.034.110-91http://lattes.cnpq.br/6408231293460084149.353.278-20Cunha, Antonio Camilo Teles Nascimento.http://lattes.cnpq.br/2920977523340939Silva, Elaine Cristina2021-07-19T19:47:52Z2019-01-082021-07-19T19:47:52Z2018-12-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Elaine Cristina. Planejamento escolar na educação física: concepção de professores iniciantes ex-participantes do PIBID. 2018. 168 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018.http://ri.ufmt.br/handle/1/2617porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-07-27T07:01:45Zoai:localhost:1/2617Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-07-27T07:01:45Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID |
title |
Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID |
spellingShingle |
Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID Silva, Elaine Cristina Formação de professores Planejamento PIBID Educação física CNPQ::CIENCIAS HUMANAS::EDUCACAO Teacher training Planning PIBID Physical education |
title_short |
Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID |
title_full |
Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID |
title_fullStr |
Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID |
title_full_unstemmed |
Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID |
title_sort |
Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID |
author |
Silva, Elaine Cristina |
author_facet |
Silva, Elaine Cristina |
author_role |
author |
dc.contributor.none.fl_str_mv |
Moreira, Evando Carlos http://lattes.cnpq.br/4561814544149415 Moreira, Evando Carlos 149.353.278-20 http://lattes.cnpq.br/4561814544149415 Grunennvaldt, José Tarcísio 347.034.110-91 http://lattes.cnpq.br/6408231293460084 149.353.278-20 Cunha, Antonio Camilo Teles Nascimento . http://lattes.cnpq.br/2920977523340939 |
dc.contributor.author.fl_str_mv |
Silva, Elaine Cristina |
dc.subject.por.fl_str_mv |
Formação de professores Planejamento PIBID Educação física CNPQ::CIENCIAS HUMANAS::EDUCACAO Teacher training Planning PIBID Physical education |
topic |
Formação de professores Planejamento PIBID Educação física CNPQ::CIENCIAS HUMANAS::EDUCACAO Teacher training Planning PIBID Physical education |
description |
Teachers training is a process of constant acquisition and improvement of professional knowledge, started still in the student experience in Basic Education, that extends throughout the life in the phases of initial formation, initiation in the career and continued formation. Programs such as the PIBID - Institutional Scholarship Initiative Program have sought to improve the training of teachers at a higher level and to improve the quality of Brazilian Public Basic Education. Among the fundamental knowledge of teaching work is planning, where teachers must articulate, organize and coordinate their actions. Considering the experiences provided by the PIBID/FEF/UFMT regarding to the subject, we aim to understand how early Physical Education teachers who were scholarship holders of PIBID/FEF/UFMT of the College of Physical Education of the Federal University of Mato Grosso, understand the role of teacher planning and how they apply it in their pedagogical practice in the initial years of Elementary School in schools of the municipal education network of Cuiabá - MT. Specifically, we intend to verify how the former participants of the PIBID/FEF/UFMT pedagogically elaborate and organize their Physical Education Work Plan in the initial years of Elementary Education; to identify the possible challenges that early Physical Education teachers face in their pedagogical practice related to school planning; to identify the possible contributions of the PIBID/FEF/UFMT to the pedagogical practice of teachers graduating from the program, especially regarding to the planning of the subject of Physical Education. A qualitative research of the descriptive type was developed with four Physical Education teachers working in the years of Elementary School in schools of the municipal public education network of Cuiabá-MT. The method used is the case study. We use as data collection instruments such as documentary analysis; systematic observations of the classes of 3 rd and 5th grades of Elementary School of the respective teachers and semistructured interviews with them. The analysis was performed based on the construction of four descriptive categories. The data show that teachers understand and assume planning as a guide to action and intentional reflection, flexible, fundamental to the process of teaching and learning of students, as well as to the development of teaching work. The elaboration of the plans is made according to national and state laws and parameters, Pedagogical Political Project, school projects, annual and bimonthly themes. The Work Plans are drawn from the projects and themes developed by the school, from the motor development of the students, besides what teachers deem necessary. In general, the differentiation of what will be charged over the years is established by the increased complexity of activities. Teachers have worked with a maximum of two content per bimester, the materials used are diversified and appropriate to the content. The evaluation is diagnostic, procedural and summative. The lack of clarification on some elements of the Work Plan and the systematization of adequate contents over the years were the main challenges presented by the teachers. We have identified that the experiences provided by the subproject have helped teachers to know how and which frameworks can and should serve as a basis for the elaboration of the plans, what contents, the importance of action and reflection on the practice, as well as the organization and the intentionality of the teacher. We hope that this research will collaborate so that teachers, Higher Education Institutions and schools, work towards the improvement of teaching and its planning. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-12 2019-01-08 2021-07-19T19:47:52Z 2021-07-19T19:47:52Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Elaine Cristina. Planejamento escolar na educação física: concepção de professores iniciantes ex-participantes do PIBID. 2018. 168 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018. http://ri.ufmt.br/handle/1/2617 |
identifier_str_mv |
SILVA, Elaine Cristina. Planejamento escolar na educação física: concepção de professores iniciantes ex-participantes do PIBID. 2018. 168 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2018. |
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http://ri.ufmt.br/handle/1/2617 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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