A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/7064 |
Resumo: | Learning to be a teacher, as well as learning to read, to love, to eat, are learning that materialize through the experiences we had in our lives. Not "born" with the gift or vocation to be a teacher, but teaching the subject is constituted from a context of social relations and certain processes identity. The process of teaching identity can be understood as a form of construction of teaching, make up the teaching of social relations through which the subject establishes with the university, school, with peers, with teachers, with the formation and actions of oneself in this way, the objective of this study was to analyze the relationship of formative actions of Physical Education CEFD/UFSM with the constitution of the process of teaching identity of future teachers. To accomplish this research, which is characterized by a qualitative approach, the case study, we used two (2) instruments of data collection: a semi-structured interview and focus group. Participants were six (6) teachers and six (6) students from CEFD/UFSM. From the analysis of the information were drawn four (4) categories: 1) On the process of teaching identity, 2) Facilitating the process of teaching identity, 3) Barriers process of teaching identity and, 4) Possibilities for the process of teaching identity occurs. In the first category, about the concept of teaching identity the points listed circulated through the identification and characterization work, which will give the subject individually, but also collectively. Regarding the second category, can be identified as facilitators of the construction of the teacher restructuring the course curriculum; actions and faculty, involvement in extracurricular activities, for example, participation in core / study groups research and extension. In the third category, as barriers, the main points of the departed not review the curriculum; (not) identification of some teachers, not closer to reality and school, no student dedication. About a fourth category, such possibilities were listed several suggestions for possible "improvement" of these barriers, such as creating a pedagogical coordination, teaching and sharing, a new curriculum project. From all this study, one realizes the importance of formative actions of initial training courses for the construction of the teacher and, especially, the importance of the meaning given to these actions, as well as the commitment to learn aroused by each academic. |
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2014-03-252014-03-252013-04-18FLORES, Patric Paludett. The teaching identity course in Physical Education: facilities and difficulties in the construction be a teacher. 2013. 127 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2013.http://repositorio.ufsm.br/handle/1/7064Learning to be a teacher, as well as learning to read, to love, to eat, are learning that materialize through the experiences we had in our lives. Not "born" with the gift or vocation to be a teacher, but teaching the subject is constituted from a context of social relations and certain processes identity. The process of teaching identity can be understood as a form of construction of teaching, make up the teaching of social relations through which the subject establishes with the university, school, with peers, with teachers, with the formation and actions of oneself in this way, the objective of this study was to analyze the relationship of formative actions of Physical Education CEFD/UFSM with the constitution of the process of teaching identity of future teachers. To accomplish this research, which is characterized by a qualitative approach, the case study, we used two (2) instruments of data collection: a semi-structured interview and focus group. Participants were six (6) teachers and six (6) students from CEFD/UFSM. From the analysis of the information were drawn four (4) categories: 1) On the process of teaching identity, 2) Facilitating the process of teaching identity, 3) Barriers process of teaching identity and, 4) Possibilities for the process of teaching identity occurs. In the first category, about the concept of teaching identity the points listed circulated through the identification and characterization work, which will give the subject individually, but also collectively. Regarding the second category, can be identified as facilitators of the construction of the teacher restructuring the course curriculum; actions and faculty, involvement in extracurricular activities, for example, participation in core / study groups research and extension. In the third category, as barriers, the main points of the departed not review the curriculum; (not) identification of some teachers, not closer to reality and school, no student dedication. About a fourth category, such possibilities were listed several suggestions for possible "improvement" of these barriers, such as creating a pedagogical coordination, teaching and sharing, a new curriculum project. From all this study, one realizes the importance of formative actions of initial training courses for the construction of the teacher and, especially, the importance of the meaning given to these actions, as well as the commitment to learn aroused by each academic.Aprender a ser docente, assim como aprender a ler, a amar, a comer, são aprendizagens que se concretizam através das experiências que passamos em nossas vidas. Não se nasce com o dom ou vocação para ser docente, mas sim o sujeito docente é constituído a partir de um contexto de relações sociais e de determinados processos de identização. O processo de identização docente pode ser entendido como forma de construção da docência, do fazer-se docente através das relações sociais que o sujeito estabelece com a universidade, escola, com os colegas, com os professores, com as ações de formação e consigo mesmo, desta maneira, o objetivo deste estudo foi analisar a articulação das ações formativas do curso de Licenciatura em Educação Física do CEFD/UFSM com a constituição do processo de identização docente dos futuros professores. Para realizarmos esta pesquisa, que se caracteriza por ser de abordagem qualitativa, do tipo estudo de caso, foram utilizados dois (2) instrumentos de coleta de informações: a entrevista semiestruturada e o grupo focal. Os participantes foram seis (6) professores e seis (6) acadêmicos do CEFD/UFSM. Da análise das informações foram traçadas quatro (4) categorias: 1) Sobre o Processo de Identização Docente; 2) Facilitadores do Processo de Identização Docente; 3) Barreiras do Processo de Identização Docente e; 4) Possibilidades para que o Processo de Identização Docente Ocorra. Na primeira categoria, a respeito do conceito de identização docente os pontos elencados circularam a partir da identificação e caracterização profissional, a qual vai se dá pelo sujeito de maneira individual, como também, coletiva. Em relação à segunda categoria, podem-se identificar como facilitadores da construção do ser professor a reestruturação curricular do curso; as ações docentes e; o envolvimento em atividades extracurriculares como, por exemplo, a participação em núcleos/grupos de estudo pesquisa e extensão. Na terceira categoria, como barreiras, os principais pontos partiram da não avaliação do currículo; (não) identificação de alguns professores; não aproximação com a realidade escolar e; não dedicação discente. Sobre a quarta categoria, como possibilidades foram elencadas várias sugestões para uma possível melhora destas barreiras, tais como: criação de uma coordenação pedagógica; trabalho docente compartilhado e; um novo projeto de currículo. A partir de todo este estudo, percebe-se a importância das ações formativas dos cursos de formação inicial para a construção do ser professor e, principalmente, a relevância do significado dado a essas ações, bem como, o comprometimento com o aprender despertado por cada acadêmico.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoEducação físicaFormação inicial de professoresIdentização docentePhysical educationInitial training teachersTeaching identityCNPQ::CIENCIAS HUMANAS::EDUCACAOA identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professorThe teaching identity course in Physical Education: facilities and difficulties in the construction be a teacherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisKrug, Hugo Norbertohttp://lattes.cnpq.br/5710464649581736Afonso, Mariangela da Rosahttp://lattes.cnpq.br/5202830028335096Lopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207http://lattes.cnpq.br/9742209806410309Flores, Patric Paludett700800000006400500500300300b9e11b9d-8a3d-47f5-bab3-fc9f51de20d6728e3f3f-73ab-4827-830e-99d5f5b058d9aa0be224-8f87-4e81-8962-6c51380f58a1fd6e2aac-56e6-4cf9-ba81-ab1f117e8308info:eu-repo/semantics/openAccessreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALFLORES, PATRIC PALUDETT.pdfapplication/pdf1310480http://repositorio.ufsm.br/bitstream/1/7064/1/FLORES%2c%20PATRIC%20PALUDETT.pdf9436c11e041c6c75555e8573b715936cMD51TEXTFLORES, PATRIC PALUDETT.pdf.txtFLORES, PATRIC PALUDETT.pdf.txtExtracted texttext/plain292528http://repositorio.ufsm.br/bitstream/1/7064/2/FLORES%2c%20PATRIC%20PALUDETT.pdf.txtf39bc59167d805ee72fd828282a13d9eMD52THUMBNAILFLORES, PATRIC PALUDETT.pdf.jpgFLORES, PATRIC PALUDETT.pdf.jpgIM Thumbnailimage/jpeg6092http://repositorio.ufsm.br/bitstream/1/7064/3/FLORES%2c%20PATRIC%20PALUDETT.pdf.jpg01c3c0d0390e5227b6ec9a05d3d128efMD531/70642022-08-22 11:17:14.092oai:repositorio.ufsm.br:1/7064Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132022-08-22T14:17:14Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor |
dc.title.alternative.eng.fl_str_mv |
The teaching identity course in Physical Education: facilities and difficulties in the construction be a teacher |
title |
A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor |
spellingShingle |
A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor Flores, Patric Paludett Educação física Formação inicial de professores Identização docente Physical education Initial training teachers Teaching identity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor |
title_full |
A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor |
title_fullStr |
A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor |
title_full_unstemmed |
A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor |
title_sort |
A identização docente no curso de Licenciatura em Educação Física: facilidades e dificuldades na construção do ser professor |
author |
Flores, Patric Paludett |
author_facet |
Flores, Patric Paludett |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Krug, Hugo Norberto |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5710464649581736 |
dc.contributor.referee1.fl_str_mv |
Afonso, Mariangela da Rosa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5202830028335096 |
dc.contributor.referee2.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9742209806410309 |
dc.contributor.author.fl_str_mv |
Flores, Patric Paludett |
contributor_str_mv |
Krug, Hugo Norberto Afonso, Mariangela da Rosa Lopes, Anemari Roesler Luersen Vieira |
dc.subject.por.fl_str_mv |
Educação física Formação inicial de professores Identização docente |
topic |
Educação física Formação inicial de professores Identização docente Physical education Initial training teachers Teaching identity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Physical education Initial training teachers Teaching identity |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Learning to be a teacher, as well as learning to read, to love, to eat, are learning that materialize through the experiences we had in our lives. Not "born" with the gift or vocation to be a teacher, but teaching the subject is constituted from a context of social relations and certain processes identity. The process of teaching identity can be understood as a form of construction of teaching, make up the teaching of social relations through which the subject establishes with the university, school, with peers, with teachers, with the formation and actions of oneself in this way, the objective of this study was to analyze the relationship of formative actions of Physical Education CEFD/UFSM with the constitution of the process of teaching identity of future teachers. To accomplish this research, which is characterized by a qualitative approach, the case study, we used two (2) instruments of data collection: a semi-structured interview and focus group. Participants were six (6) teachers and six (6) students from CEFD/UFSM. From the analysis of the information were drawn four (4) categories: 1) On the process of teaching identity, 2) Facilitating the process of teaching identity, 3) Barriers process of teaching identity and, 4) Possibilities for the process of teaching identity occurs. In the first category, about the concept of teaching identity the points listed circulated through the identification and characterization work, which will give the subject individually, but also collectively. Regarding the second category, can be identified as facilitators of the construction of the teacher restructuring the course curriculum; actions and faculty, involvement in extracurricular activities, for example, participation in core / study groups research and extension. In the third category, as barriers, the main points of the departed not review the curriculum; (not) identification of some teachers, not closer to reality and school, no student dedication. About a fourth category, such possibilities were listed several suggestions for possible "improvement" of these barriers, such as creating a pedagogical coordination, teaching and sharing, a new curriculum project. From all this study, one realizes the importance of formative actions of initial training courses for the construction of the teacher and, especially, the importance of the meaning given to these actions, as well as the commitment to learn aroused by each academic. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-04-18 |
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2014-03-25 |
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2014-03-25 |
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FLORES, Patric Paludett. The teaching identity course in Physical Education: facilities and difficulties in the construction be a teacher. 2013. 127 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2013. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/7064 |
identifier_str_mv |
FLORES, Patric Paludett. The teaching identity course in Physical Education: facilities and difficulties in the construction be a teacher. 2013. 127 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2013. |
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http://repositorio.ufsm.br/handle/1/7064 |
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