Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental
Autor(a) principal: | |
---|---|
Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/23821 |
Resumo: | Through the research line of Formation, Knowledge and Professional Development of the PPGE/UFSM, it was realized the present study, of qualitative character, having as main objective to investigate the knowledge and representations of the beginning years teachers, about the subject Dance and relate it with their professional formation. The research was realized with a group of four teachers that teach in the beginning years of the fundamental teaching in a public school in Santa Maria – RS. The instrument to produce the information was a semi-structured interview about the thematic, with the speech analysis in the perspective of the Social Representations Theory. The participant teachers had different formations at college level, but only two of them had contact with the subject Dance at University. However, it was noted that their knowledge and representations about the dancing did not differ in a significant way from the other participants. This evidenced that the contact with the Dance at the University was not significant facing the knowledge and representations that come from the extra-professional field and from the teaching experience in the context which they were inserted. The participants defended the presence of specialist teachers to the beginning years of the fundamental school, referring to the Art of Physical Education, but there was no recognition of the Dance as an autonomous area. It was noted as well that some of them make use of Dancing in a spontaneous way, or in activities that are repetitions of the dances founded in media, mainly being used in scholar festivities. It was evidenced the knowledge and representations of Dance as leisure, influenced by the media, to women and as a way of expression, highlighting an utilitarian view of the teaching in the beginning years. Through the results, it was possible to conclude that the knowledge and the representations of the teachers identified about the Dance have direct influences over its realization in School. To make Dance possible and significant in the beginning years, it is necessary firstly to start with the teacher reality facing this subject. So, whether on beginning or continued formation courses, considering knowledge and representation in Dance, questions of cultural- historical origins that evolve it can stop being myths, proportioning to teachers reflections and debates, beyond experiences felt in their bodies, with the objective of reaching autonomy to deal with these subject. |
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2022-03-21T19:21:27Z2022-03-21T19:21:27Z2009-08-14http://repositorio.ufsm.br/handle/1/23821Through the research line of Formation, Knowledge and Professional Development of the PPGE/UFSM, it was realized the present study, of qualitative character, having as main objective to investigate the knowledge and representations of the beginning years teachers, about the subject Dance and relate it with their professional formation. The research was realized with a group of four teachers that teach in the beginning years of the fundamental teaching in a public school in Santa Maria – RS. The instrument to produce the information was a semi-structured interview about the thematic, with the speech analysis in the perspective of the Social Representations Theory. The participant teachers had different formations at college level, but only two of them had contact with the subject Dance at University. However, it was noted that their knowledge and representations about the dancing did not differ in a significant way from the other participants. This evidenced that the contact with the Dance at the University was not significant facing the knowledge and representations that come from the extra-professional field and from the teaching experience in the context which they were inserted. The participants defended the presence of specialist teachers to the beginning years of the fundamental school, referring to the Art of Physical Education, but there was no recognition of the Dance as an autonomous area. It was noted as well that some of them make use of Dancing in a spontaneous way, or in activities that are repetitions of the dances founded in media, mainly being used in scholar festivities. It was evidenced the knowledge and representations of Dance as leisure, influenced by the media, to women and as a way of expression, highlighting an utilitarian view of the teaching in the beginning years. Through the results, it was possible to conclude that the knowledge and the representations of the teachers identified about the Dance have direct influences over its realization in School. To make Dance possible and significant in the beginning years, it is necessary firstly to start with the teacher reality facing this subject. So, whether on beginning or continued formation courses, considering knowledge and representation in Dance, questions of cultural- historical origins that evolve it can stop being myths, proportioning to teachers reflections and debates, beyond experiences felt in their bodies, with the objective of reaching autonomy to deal with these subject.Através da linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do PPGE/UFSM, realizou-se o presente estudo, de caráter qualitativo, tendo como objetivo principal investigar os saberes e representações de professores (as) dos anos iniciais, sobre o conteúdo Dança e relacioná-los com sua formação profissional. A pesquisa foi realizada com um grupo de quatro professoras que atuam nos anos iniciais do ensino fundamental de uma Escola Pública de Santa Maria – RS. O instrumento para a produção das informações foi através de entrevista semi- estruturada sobre a temática, com a análise de discurso na perspectiva da Teoria das Representações Sociais. As docentes participantes possuíam formações distintas em nível de curso superior, sendo que apenas duas delas tiveram contato com o conteúdo Dança na universidade. Entretanto, foi constatado que suas representações e saberes evidenciados sobre o dançar não diferiram de maneira significativa das demais participantes. Isto evidenciou que o contato com a Dança na formação superior não foi significativo frente aos saberes e representações oriundos do âmbito extra-profissional e da experiência docente no contexto em que estavam inseridas. As participantes defenderam a presença de professores (as) especialistas para os anos iniciais do ensino fundamental, referindo-se a Arte e a Educação Física, mas não houve reconhecimento da Dança como área autônoma. Constatou-se também que algumas delas fazem uso do dançar de forma espontaneísta, ou em atividades que são repetições das danças encontradas na mídia, principalmente sendo utilizada nas festividades escolares. Evidenciou-se saberes e representações da Dança como lazer, influenciada pela mídia, para mulheres e como meio de expressão, destacando-se uma visão utilitarista de seu ensino nos anos iniciais. Através dos resultados, pode-se concluir que os saberes e as representações docentes identificados sobre a Dança têm influências diretas em sua realização na Escola. Para tornar a Dança possível e significativa nos anos iniciais, faz-se necessário primeiramente partir da realidade docente frente a este conteúdo. Portanto, seja nos cursos de formação inicial ou continuada, levando-se em consideração os saberes e representações em Dança, pode-se desmistificar questões de origem histórico-cultural que os envolvem, proporcionando aos (às) docentes reflexões e debates, além de experiências sentidas em seus corpos, a fim de alcançar autonomia para lidar com esse conteúdo.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessDançaSaberesRepresentações sociaisFormação docenteDanceKnowledgeSocial representationTeacher’s formationCNPQ::CIENCIAS HUMANAS::EDUCACAOSaberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamentalKnowledge and representations in dance: an observation about the teacher’s formation in the beginnig years of the fundamental schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBarcelos, Valdo Hermes de Limahttp://lattes.cnpq.br/7447760896466057Antunes, Helenise SangoiGil, João Pedro de AlcântaraOliveira, Marilda Oliveira dehttp://lattes.cnpq.br/3039051293590184Correa, Irma Charlene Flores7008000000066006006006003ee30116-73aa-45e9-963b-f9f235ddebf43bfb7bd4-3dcc-4948-ab5e-70eb14063f99930c21f3-4421-401d-bba0-9ae2f5e6d602df71cc4c-3b11-4175-996a-5200026269794d15f091-086e-48d7-88d8-edcbc168614freponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCAÇÃO_2009_NUNES_IRMA.pdfDIS_PPGEDUCAÇÃO_2009_NUNES_IRMA.pdfDissertação de Mestradoapplication/pdf1298279http://repositorio.ufsm.br/bitstream/1/23821/1/DIS_PPGEDUCA%c3%87%c3%83O_2009_NUNES_IRMA.pdf389303caecd1914b4a9159b85b26687cMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Knowledge and representations in dance: an observation about the teacher’s formation in the beginnig years of the fundamental school |
title |
Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental |
spellingShingle |
Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental Correa, Irma Charlene Flores Dança Saberes Representações sociais Formação docente Dance Knowledge Social representation Teacher’s formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental |
title_full |
Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental |
title_fullStr |
Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental |
title_full_unstemmed |
Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental |
title_sort |
Saberes e representações em dança: um olhar acerca da formação docente nos anos iniciais do ensino fundamental |
author |
Correa, Irma Charlene Flores |
author_facet |
Correa, Irma Charlene Flores |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Barcelos, Valdo Hermes de Lima |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7447760896466057 |
dc.contributor.referee1.fl_str_mv |
Antunes, Helenise Sangoi |
dc.contributor.referee2.fl_str_mv |
Gil, João Pedro de Alcântara |
dc.contributor.referee3.fl_str_mv |
Oliveira, Marilda Oliveira de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3039051293590184 |
dc.contributor.author.fl_str_mv |
Correa, Irma Charlene Flores |
contributor_str_mv |
Barcelos, Valdo Hermes de Lima Antunes, Helenise Sangoi Gil, João Pedro de Alcântara Oliveira, Marilda Oliveira de |
dc.subject.por.fl_str_mv |
Dança Saberes Representações sociais Formação docente |
topic |
Dança Saberes Representações sociais Formação docente Dance Knowledge Social representation Teacher’s formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Dance Knowledge Social representation Teacher’s formation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Through the research line of Formation, Knowledge and Professional Development of the PPGE/UFSM, it was realized the present study, of qualitative character, having as main objective to investigate the knowledge and representations of the beginning years teachers, about the subject Dance and relate it with their professional formation. The research was realized with a group of four teachers that teach in the beginning years of the fundamental teaching in a public school in Santa Maria – RS. The instrument to produce the information was a semi-structured interview about the thematic, with the speech analysis in the perspective of the Social Representations Theory. The participant teachers had different formations at college level, but only two of them had contact with the subject Dance at University. However, it was noted that their knowledge and representations about the dancing did not differ in a significant way from the other participants. This evidenced that the contact with the Dance at the University was not significant facing the knowledge and representations that come from the extra-professional field and from the teaching experience in the context which they were inserted. The participants defended the presence of specialist teachers to the beginning years of the fundamental school, referring to the Art of Physical Education, but there was no recognition of the Dance as an autonomous area. It was noted as well that some of them make use of Dancing in a spontaneous way, or in activities that are repetitions of the dances founded in media, mainly being used in scholar festivities. It was evidenced the knowledge and representations of Dance as leisure, influenced by the media, to women and as a way of expression, highlighting an utilitarian view of the teaching in the beginning years. Through the results, it was possible to conclude that the knowledge and the representations of the teachers identified about the Dance have direct influences over its realization in School. To make Dance possible and significant in the beginning years, it is necessary firstly to start with the teacher reality facing this subject. So, whether on beginning or continued formation courses, considering knowledge and representation in Dance, questions of cultural- historical origins that evolve it can stop being myths, proportioning to teachers reflections and debates, beyond experiences felt in their bodies, with the objective of reaching autonomy to deal with these subject. |
publishDate |
2009 |
dc.date.issued.fl_str_mv |
2009-08-14 |
dc.date.accessioned.fl_str_mv |
2022-03-21T19:21:27Z |
dc.date.available.fl_str_mv |
2022-03-21T19:21:27Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/23821 |
url |
http://repositorio.ufsm.br/handle/1/23821 |
dc.language.iso.fl_str_mv |
por |
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por |
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700800000006 |
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600 600 600 600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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