Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/15919 |
Resumo: | This research aims to analyze skills and practices (re)constructed by Physical Education teachers from public schools in Sergipe, with regards to the identification of interrelationships established in their initial and continuing educational pathways. The experience mobilizes different dimensions that make up teaching practices and it also produces reflections geared towards the appropriation of reality as wells as significant learning and teaching processes. This study is based on the theory of complexity found in the ground aspects of ontology and axiology through the intersubjective relationships of the subjects, which were permeated by multi-dimensions and plural views that involve distinct structures of human thought and action. Regarding the nature of the data, this is a qualitative study that involves 38 teachers of Physical Education curriculum component. This investigation is also supported by the principles of intervention research that considers the implications of the researcher in the production of knowledge. The data construction took place in a formative itinerary that was organized in interactive modules through asynchronous activities and synchronous meetings. The devices selected for the analysis were educational memories, forms and questionnaires that were (re)grouped in semantic basins guided by cognitive operations in a movement of coming and going, which resulted in the following subsuming notions: eco-formative processes, transdisciplinary experiences, senses and meanings of teaching. The results allow us to infer that the teachers immersed in this research interpret their (self) formative trajectories by involving themselves, the others and the world. Furthermore, the findings highlighted the relevance of mobilizing actions and skills to articulate theory-practice in order to overcome the reproduction, fragmentation and disjunction of knowledge. Regarding the experiences of in-service continuing education, reflections on educational praxis revealed (re)signified learning in the field of creative processes, the appropriation of interactive interfaces and applicability of active methodologies as a way to enhance Physical Education classes and make students as protagonists of their learning processes. |
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Santos, Mateus Henrique SilvaNascimento, Marilene Batista da Cruz2022-06-22T16:06:44Z2022-06-22T16:06:44Z2021-07-26SANTOS, Mateus Henrique Silva. Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe. 2022. 199 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022.http://ri.ufs.br/jspui/handle/riufs/15919This research aims to analyze skills and practices (re)constructed by Physical Education teachers from public schools in Sergipe, with regards to the identification of interrelationships established in their initial and continuing educational pathways. The experience mobilizes different dimensions that make up teaching practices and it also produces reflections geared towards the appropriation of reality as wells as significant learning and teaching processes. This study is based on the theory of complexity found in the ground aspects of ontology and axiology through the intersubjective relationships of the subjects, which were permeated by multi-dimensions and plural views that involve distinct structures of human thought and action. Regarding the nature of the data, this is a qualitative study that involves 38 teachers of Physical Education curriculum component. This investigation is also supported by the principles of intervention research that considers the implications of the researcher in the production of knowledge. The data construction took place in a formative itinerary that was organized in interactive modules through asynchronous activities and synchronous meetings. The devices selected for the analysis were educational memories, forms and questionnaires that were (re)grouped in semantic basins guided by cognitive operations in a movement of coming and going, which resulted in the following subsuming notions: eco-formative processes, transdisciplinary experiences, senses and meanings of teaching. The results allow us to infer that the teachers immersed in this research interpret their (self) formative trajectories by involving themselves, the others and the world. Furthermore, the findings highlighted the relevance of mobilizing actions and skills to articulate theory-practice in order to overcome the reproduction, fragmentation and disjunction of knowledge. Regarding the experiences of in-service continuing education, reflections on educational praxis revealed (re)signified learning in the field of creative processes, the appropriation of interactive interfaces and applicability of active methodologies as a way to enhance Physical Education classes and make students as protagonists of their learning processes.Esta pesquisa tem como objetivo geral analisar os saberes e as práticas (re)construídos pelos professores de Educação Física das escolas da rede pública de Sergipe, com vistas à identificação das inter-relações constituídas nos percursos de formação inicial e continuada. A experiência mobiliza as diferentes dimensões que compõem o exercício da docência e produz reflexões voltadas à apropriação da realidade e dos processos de ensino e aprendizagem significativos. Este estudo sustenta-se na teoria da complexidade presente nas relações intersubjetivas entre sujeito e sujeito, sujeito e objeto, permeadas por multidimensões e olhares plurais que envolvem estruturas distintas do pensamento e do agir humano. Quanto à natureza dos dados, trata-se de um estudo qualitativo com 38 professores do componente curricular de Educação Física. Esta investigação apoia-se, ainda, nos princípios da pesquisa - -intervenção que considera as implicações do pesquisador na produção do conhecimento. A construção dos dados ocorreu em um itinerário formativo, organizado em módulos interativos com atividades assíncronas e encontros síncronos. Os dispositivos selecionados para a análise foram as memórias educativas, o formulário e os questionários (re)agrupados em bacias semânticas norteadas pelas operações cognitivas em um movimento de ir e vir, emergindo as seguintes noções subsunçoras: processos ecoformativos, experiências transdisciplinares, sentidos e significados da docência. Os resultados permitem inferir que os professores interpretam suas trajetórias (auto)formativas, envolvendo o eu, o outro e o mundo. Além disso, os achados sinalizaram a relevância da mobilização de fazeres e saberes apoiados na indissociabilidade entre teoria e prática com intuito de superar a reprodução e a fragmentação do conhecimento. No tocante às vivências na formação continuada, as reflexões sobre a práxis educativa revelaram aprendizagens (re)significadas no campo dos processos criativos, da apropriação das interfaces interativas e uso das metodologias ativas como possibilidade para potencializar a colaboração nas aulas e estimular o protagonista dos estudantes.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão CristóvãoporEducaçãoFormação de professoresProfessores de educação fisicaPrática de ensinoDocênciaEducação físicaEscolas públicasTrajetórias (auto)formativasTeachingPhysical educationPublic schools(Self)formative trajectoriesCIENCIAS HUMANAS::EDUCACAOFormação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em EducaçãoUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15919/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALMATEUS_HENRIQUE_SILVA_SANTOS.pdfMATEUS_HENRIQUE_SILVA_SANTOS.pdfapplication/pdf7090547https://ri.ufs.br/jspui/bitstream/riufs/15919/2/MATEUS_HENRIQUE_SILVA_SANTOS.pdf6ef43377808230dda7c8bd4dfcdc43c4MD52TEXTMATEUS_HENRIQUE_SILVA_SANTOS.pdf.txtMATEUS_HENRIQUE_SILVA_SANTOS.pdf.txtExtracted texttext/plain417971https://ri.ufs.br/jspui/bitstream/riufs/15919/3/MATEUS_HENRIQUE_SILVA_SANTOS.pdf.txte1c934eb1414655204993694ce528c94MD53THUMBNAILMATEUS_HENRIQUE_SILVA_SANTOS.pdf.jpgMATEUS_HENRIQUE_SILVA_SANTOS.pdf.jpgGenerated Thumbnailimage/jpeg1799https://ri.ufs.br/jspui/bitstream/riufs/15919/4/MATEUS_HENRIQUE_SILVA_SANTOS.pdf.jpg0f2047397a32af718ab811a787108255MD54riufs/159192022-06-22 13:06:44.797oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-06-22T16:06:44Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe |
title |
Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe |
spellingShingle |
Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe Santos, Mateus Henrique Silva Educação Formação de professores Professores de educação fisica Prática de ensino Docência Educação física Escolas públicas Trajetórias (auto)formativas Teaching Physical education Public schools (Self)formative trajectories CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe |
title_full |
Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe |
title_fullStr |
Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe |
title_full_unstemmed |
Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe |
title_sort |
Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe |
author |
Santos, Mateus Henrique Silva |
author_facet |
Santos, Mateus Henrique Silva |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Mateus Henrique Silva |
dc.contributor.advisor1.fl_str_mv |
Nascimento, Marilene Batista da Cruz |
contributor_str_mv |
Nascimento, Marilene Batista da Cruz |
dc.subject.por.fl_str_mv |
Educação Formação de professores Professores de educação fisica Prática de ensino Docência Educação física Escolas públicas Trajetórias (auto)formativas |
topic |
Educação Formação de professores Professores de educação fisica Prática de ensino Docência Educação física Escolas públicas Trajetórias (auto)formativas Teaching Physical education Public schools (Self)formative trajectories CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching Physical education Public schools (Self)formative trajectories |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to analyze skills and practices (re)constructed by Physical Education teachers from public schools in Sergipe, with regards to the identification of interrelationships established in their initial and continuing educational pathways. The experience mobilizes different dimensions that make up teaching practices and it also produces reflections geared towards the appropriation of reality as wells as significant learning and teaching processes. This study is based on the theory of complexity found in the ground aspects of ontology and axiology through the intersubjective relationships of the subjects, which were permeated by multi-dimensions and plural views that involve distinct structures of human thought and action. Regarding the nature of the data, this is a qualitative study that involves 38 teachers of Physical Education curriculum component. This investigation is also supported by the principles of intervention research that considers the implications of the researcher in the production of knowledge. The data construction took place in a formative itinerary that was organized in interactive modules through asynchronous activities and synchronous meetings. The devices selected for the analysis were educational memories, forms and questionnaires that were (re)grouped in semantic basins guided by cognitive operations in a movement of coming and going, which resulted in the following subsuming notions: eco-formative processes, transdisciplinary experiences, senses and meanings of teaching. The results allow us to infer that the teachers immersed in this research interpret their (self) formative trajectories by involving themselves, the others and the world. Furthermore, the findings highlighted the relevance of mobilizing actions and skills to articulate theory-practice in order to overcome the reproduction, fragmentation and disjunction of knowledge. Regarding the experiences of in-service continuing education, reflections on educational praxis revealed (re)signified learning in the field of creative processes, the appropriation of interactive interfaces and applicability of active methodologies as a way to enhance Physical Education classes and make students as protagonists of their learning processes. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-07-26 |
dc.date.accessioned.fl_str_mv |
2022-06-22T16:06:44Z |
dc.date.available.fl_str_mv |
2022-06-22T16:06:44Z |
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.citation.fl_str_mv |
SANTOS, Mateus Henrique Silva. Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe. 2022. 199 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/15919 |
identifier_str_mv |
SANTOS, Mateus Henrique Silva. Formação, saberes e práticas : experiências no contexto da pesquisa-intervenção com professores de educação física da rede pública de Sergipe. 2022. 199 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022. |
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http://ri.ufs.br/jspui/handle/riufs/15919 |
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por |
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