Conte?dos da Educa??o F?sica escolar para o Ensino T?cnico Profissional - desafios e possibilidades

• Autor(a) principal: Horn, Viviane Kaim
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/2961
• topic: Cidadania; Cotidiano; Pr?tica Pedag?gica; Citizenship; Everyday; Teaching Practice; Educa??o

This work aims to identify and analyze pertinent to Physical Education curriculum component content in all the disciplines of Technical course in the Integrated Agricultural High School, the Federal Institute of Education, Science and Technology (IFRO), Colorado Campus West, noting its challenges and recognizing their possibilities of systematization. This is a descriptive qualitative research pursuant to defend Ludke and Andre (2012). Professional Physical Education (PE), which acted and act on Campus, formed the universe studied in the case of three teachers. Were investigated from an interview guide containing semi-structured questions whose topics dealt with the role of Physical Education for Integrated Vocational Education; elements of body culture considered in class; contents listed in PPC and worked daily in schools, considering the objectives of the discipline; and the challenges of teaching the curriculum component and its possibilities for professional technical education. Desk research was needed, since the goal pedagogical practice, contextualizes the Physical Education within the legality and pedagogical practice. In this sense, the LDB 9.394/1996 and other normative texts and NCPs, NCPs + DCNs theoretically and contributed, together with thinkers like Cupolillo (2007), Kuenzer (1999), Tardif (2000) and Soares (2003), mainly. While the documentation contributed to the understanding of the discipline as a curricular one, the authors gave a tone to the analysis of context and deepening of the pedagogical tasks on the social, political, economic and cultural life of the school and the teacher profile function in their Professional different phases. The results pointed to an urgent systemization of content, organized into themes and subthemes in phases we call bimonthly.