Extensão universitária e formação de professores de Educação Física: contribuições e contradições

• Autor(a) principal: Schellin, Fabiane de Oliveira
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFPel - Guaiaca
• Texto Completo: http://repositorio.ufpel.edu.br/handle/ri/1797
• topic: Extensão universitária; Formação de professores; Educação física; Extension university; Formation of teachers; Physical education; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA

This dissertation, linked to the Research Line Memory Culture and Society Postgraduate Program in Physical Education, of Federal University of Pelotas has as subject of study the extension and initial formation in Physical Education. The University has been undergoing diverse transformations as meaning lighten the formation and dissociate it of the research, and especially of the extension. To give an account we seek to accomplish diagnosis of how has been developed the extension activities in Universities/Federal Centers of formation in Licenciatura in Physical Education from Rio Grande do Sul (Federal University of Santa Maria/UFSM, Federal University of Pelotas/UFPel and University Federal of Rio Grande do Sul/UFRGS) and the contribution of the extension to the formation of teachers. We use proceedings as literature research, documental research and field research. We used the final reports of the extension actions developed in 2011 and semi-structured interviews with nine teachers and 17 students participants of the actions. The analytical process of documentary sources was based on content analysis proposed by Bardin (1977) and held the light of the contributions of Saviani (1996), Mazzili (2011), Botomé (2001), Castro (2004) among others. The results revealed that a considerable amount of extension actions is of character assistentialist. The indissociability is still struggling to become effective within universities. However, despite the disarticulation, the extension still is constructed as an important space for the construction of educational knowledge needed for teacher education