Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14625 |
Resumo: | This dissertation is the result of concerns with the theoretical-methodological and pedagogical learning processes occurred in the practice of physical education in school, which accompany me since the initial training, when I experienced learning in a piecemeal fashion, focused on technicality and sportivization. In order to better qualify the pedagogical interventions of physical education in school, I have always been worried on applying what I received at the University, but the routine of classes was always demanding others doings. In this sense, there were many moments of epistemological ruptures occurred in my training, in which I always sought new investment in training to account for the provision of a more humanistic and grounded in real educational precepts physical education. To that end I had to reflect on the pedagogical interventions throughout my training, in order not to carry out the activities as heavy doings, but as metamorphoses of knowledge and thus generating learning for students. Thus, this dissertation fits into this context with the overall goal of discussing my professional career, considering the epistemological ruptures of Physical Education, occurred in my training and expertise. The objective is also to identify the contributions of these formations in professional activities, centered on storytelling and reflection of significant experiences in the teaching of sports and Physical Education. We highlight the paradigm shifts, leaving the gymnastic methods, through dance-physical education method, psychomotor, reaching the contemporary critical theories experienced from the culture of movement as well as its implications for professional practice. We chose a qualitative research, using the autobiographical method, using as sources or techniques, narratives, photographic recording and video samples. In the studies within the area of education, for the most part, qualitative research came to oppose the positivist view of the quantification on analysis of social phenomena. New ideas were appearing in order to present innovative perspectives to understand the real. The survey data will be presented in narrated form (descriptive), analyzed based on the theoretical framework that guides the study, especially authors who discuss school physical education, vocational training and body conception. We believe our study may be of relevance for training in Physical Education that as from pedagogical reflections in certain historical realities, envisions being able to open new perspectives for the performance of other physical education teachers |
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Cruz, João Maria dahttp://lattes.cnpq.br/5191754754012616http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4720550J4Nóbrega, Terezinha Petrucia dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792996P7Santos, Antônio de Pádua doshttp://lattes.cnpq.br/9063486087784385Soares, Marta Genúhttp://lattes.cnpq.br/5299382052741078Moreira, Evandro CarlosMelo, José Pereira de2014-12-17T14:44:19Z2014-09-052014-12-17T14:44:19Z2014-02-24CRUZ, João Maria da. Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor. 2014. 153 f. Dissertação (Mestrado em Movimento Humano, Cultura e Educação, Saúde e Desempenho) - Universidade Federal do Rio Grande do Norte, Natal, 2014.https://repositorio.ufrn.br/jspui/handle/123456789/14625This dissertation is the result of concerns with the theoretical-methodological and pedagogical learning processes occurred in the practice of physical education in school, which accompany me since the initial training, when I experienced learning in a piecemeal fashion, focused on technicality and sportivization. In order to better qualify the pedagogical interventions of physical education in school, I have always been worried on applying what I received at the University, but the routine of classes was always demanding others doings. In this sense, there were many moments of epistemological ruptures occurred in my training, in which I always sought new investment in training to account for the provision of a more humanistic and grounded in real educational precepts physical education. To that end I had to reflect on the pedagogical interventions throughout my training, in order not to carry out the activities as heavy doings, but as metamorphoses of knowledge and thus generating learning for students. Thus, this dissertation fits into this context with the overall goal of discussing my professional career, considering the epistemological ruptures of Physical Education, occurred in my training and expertise. The objective is also to identify the contributions of these formations in professional activities, centered on storytelling and reflection of significant experiences in the teaching of sports and Physical Education. We highlight the paradigm shifts, leaving the gymnastic methods, through dance-physical education method, psychomotor, reaching the contemporary critical theories experienced from the culture of movement as well as its implications for professional practice. We chose a qualitative research, using the autobiographical method, using as sources or techniques, narratives, photographic recording and video samples. In the studies within the area of education, for the most part, qualitative research came to oppose the positivist view of the quantification on analysis of social phenomena. New ideas were appearing in order to present innovative perspectives to understand the real. The survey data will be presented in narrated form (descriptive), analyzed based on the theoretical framework that guides the study, especially authors who discuss school physical education, vocational training and body conception. We believe our study may be of relevance for training in Physical Education that as from pedagogical reflections in certain historical realities, envisions being able to open new perspectives for the performance of other physical education teachersEsta dissertação é fruto de inquietações com os processos teórico-metodológicos e aprendizagem ocorridos na prática pedagógica da Educação Física na escola, os quais me acompanham desde a formação inicial, momento em que vivenciei uma aprendizagem de forma fragmentada, voltada ao tecnicismo e a esportivização. No intuito de melhor qualificar as intervenções pedagógicas da Educação Física na escola, estive sempre preocupado em aplicar o que recebia na Universidade, mas o cotidiano das aulas estava sempre a exigir outros fazeres. Nesse sentido, muitos foram os momentos de rupturas epistemológicas ocorridas na minha formação, nas quais sempre busquei novos investimentos na formação continuada para dar conta da oferta de uma educação física mais humanista e pautada em verdadeiros preceitos educacionais. Nesse intuito, tive que refletir sobre as intervenções pedagógicas ao longo da minha formação, no sentido de não realizar as atividades como acúmulo de fazeres, mas como metamorfoses de saberes e, portanto, geradoras de aprendizagens para os alunos. Dessa forma, esta dissertação inserese nesse contexto com o objetivo geral de discutir a minha trajetória profissional, considerando-se as rupturas epistemológicas ocorridas na Educação Física, bem como na minha formação e atuação. Objetiva-se ainda identificar as contribuições destas formações na atuação profissional, centradas na narração e reflexão de experiências significativas no ensino do esporte e da Educação Física escolar. Ressaltam-se as mudanças de paradigmas, saindo dos métodos ginásticos, passando pelo método dança-educação física, psicomotricidade, chegando às teorias críticas contemporâneas vivenciadas a partir da cultura de movimento, bem como suas implicações para a atuação profissional. Optamos por uma pesquisa qualitativa, utilizando o método autobiográfico, tendo como técnicas ou fontes as narrativas pessoais, o registro fotográfico e vídeos. Nos estudos, dentro da área da Educação, na maioria das vezes, as pesquisas qualitativas vieram se contrapor à visão positivista da quantificação nas análises dos fenômenos sociais. Novas ideias foram aparecendo no sentido de apresentar perspectivas inovadoras para se entender o real. Os dados da pesquisa são apresentados de forma narrada (descritiva), analisados com base no referencial teórico que orienta o estudo, em especial autores que discutem a Educação Física escolar, a formação profissional e a concepção de corpo. Acreditamos que minha pesquisa poderá ser de relevância para a formação em Educação Física, pois a partir de reflexões pedagógicas, em determinadas realidades históricas, vislumbra-se ser possível abrir novos olhares para a atuação de oapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em Educação FísicaUFRNBRMovimento Humano, Cultura e Educação, Saúde e DesempenhoFormação. Educação física escolar. CorpoFormation. School physical Education. BodyCNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICATrajetória profissional e rupturas epistemológicas na educação física e na atuação do professorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALJoaoMC_DISSERT.pdfapplication/pdf6316389https://repositorio.ufrn.br/bitstream/123456789/14625/1/JoaoMC_DISSERT.pdfc797fea11c59c7b8ac0989e09e916affMD51TEXTJoaoMC_DISSERT.pdf.txtJoaoMC_DISSERT.pdf.txtExtracted texttext/plain292872https://repositorio.ufrn.br/bitstream/123456789/14625/8/JoaoMC_DISSERT.pdf.txt507eb77801c2c6b3420e74ff0eb99222MD58THUMBNAILJoaoMC_DISSERT.pdf.jpgJoaoMC_DISSERT.pdf.jpgIM Thumbnailimage/jpeg15080https://repositorio.ufrn.br/bitstream/123456789/14625/9/JoaoMC_DISSERT.pdf.jpg6a4a7f27168c8d855a18e187f4d92830MD59123456789/146252017-10-31 14:45:48.732oai:https://repositorio.ufrn.br:123456789/14625Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-10-31T17:45:48Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor |
title |
Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor |
spellingShingle |
Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor Cruz, João Maria da Formação. Educação física escolar. Corpo Formation. School physical Education. Body CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
title_short |
Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor |
title_full |
Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor |
title_fullStr |
Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor |
title_full_unstemmed |
Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor |
title_sort |
Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor |
author |
Cruz, João Maria da |
author_facet |
Cruz, João Maria da |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5191754754012616 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4720550J4 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Nóbrega, Terezinha Petrucia da |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792996P7 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Santos, Antônio de Pádua dos |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/9063486087784385 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Soares, Marta Genú |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://lattes.cnpq.br/5299382052741078 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Moreira, Evandro Carlos |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Cruz, João Maria da |
dc.contributor.advisor1.fl_str_mv |
Melo, José Pereira de |
contributor_str_mv |
Melo, José Pereira de |
dc.subject.por.fl_str_mv |
Formação. Educação física escolar. Corpo |
topic |
Formação. Educação física escolar. Corpo Formation. School physical Education. Body CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
dc.subject.eng.fl_str_mv |
Formation. School physical Education. Body |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
description |
This dissertation is the result of concerns with the theoretical-methodological and pedagogical learning processes occurred in the practice of physical education in school, which accompany me since the initial training, when I experienced learning in a piecemeal fashion, focused on technicality and sportivization. In order to better qualify the pedagogical interventions of physical education in school, I have always been worried on applying what I received at the University, but the routine of classes was always demanding others doings. In this sense, there were many moments of epistemological ruptures occurred in my training, in which I always sought new investment in training to account for the provision of a more humanistic and grounded in real educational precepts physical education. To that end I had to reflect on the pedagogical interventions throughout my training, in order not to carry out the activities as heavy doings, but as metamorphoses of knowledge and thus generating learning for students. Thus, this dissertation fits into this context with the overall goal of discussing my professional career, considering the epistemological ruptures of Physical Education, occurred in my training and expertise. The objective is also to identify the contributions of these formations in professional activities, centered on storytelling and reflection of significant experiences in the teaching of sports and Physical Education. We highlight the paradigm shifts, leaving the gymnastic methods, through dance-physical education method, psychomotor, reaching the contemporary critical theories experienced from the culture of movement as well as its implications for professional practice. We chose a qualitative research, using the autobiographical method, using as sources or techniques, narratives, photographic recording and video samples. In the studies within the area of education, for the most part, qualitative research came to oppose the positivist view of the quantification on analysis of social phenomena. New ideas were appearing in order to present innovative perspectives to understand the real. The survey data will be presented in narrated form (descriptive), analyzed based on the theoretical framework that guides the study, especially authors who discuss school physical education, vocational training and body conception. We believe our study may be of relevance for training in Physical Education that as from pedagogical reflections in certain historical realities, envisions being able to open new perspectives for the performance of other physical education teachers |
publishDate |
2014 |
dc.date.accessioned.fl_str_mv |
2014-12-17T14:44:19Z |
dc.date.available.fl_str_mv |
2014-09-05 2014-12-17T14:44:19Z |
dc.date.issued.fl_str_mv |
2014-02-24 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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CRUZ, João Maria da. Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor. 2014. 153 f. Dissertação (Mestrado em Movimento Humano, Cultura e Educação, Saúde e Desempenho) - Universidade Federal do Rio Grande do Norte, Natal, 2014. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14625 |
identifier_str_mv |
CRUZ, João Maria da. Trajetória profissional e rupturas epistemológicas na educação física e na atuação do professor. 2014. 153 f. Dissertação (Mestrado em Movimento Humano, Cultura e Educação, Saúde e Desempenho) - Universidade Federal do Rio Grande do Norte, Natal, 2014. |
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Movimento Humano, Cultura e Educação, Saúde e Desempenho |
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Universidade Federal do Rio Grande do Norte |
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