Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6805 |
Resumo: | The present work is associated to the research line: Teachers Training, Knowledge and Professional development and has as main objective to investigate some of the representations that a group of five teachers has about to use the playing as a pedagogical resource. These teachers, two of them majored in Physical Education and three of them in Pedagogy, work with beginners classes of the Elementary School of private and public schools, respectively, in Santa Maria city/RS. From their reports about the playing in their own infancy, (in the school area or out of it); during their graduation; at the beginning of their professional career; and, nowadays, with their students. I tried to analyze their talking and placed it in dialogue with the ideas of the author from Chile Humberto Maturana. For that, the resource used for the production of the information was half structured interview. I found out that the teachers remember easily of the playing they played on the streets, in their yards and at their relatives house. However, it is less often the remembrance of the playing played at school. It was possible to notice that, in the period that they were majoring in Education, a few subjects of their curriculum had given opportunities to talk about playing or experiencing it, the most of them was relating to the technical learning. The playing has been understood by the teachers as a resource, method or strategy to a specific purpose. Thus, the playing has as objective function to discipline and to orient the students to the learning of something, as example the alphabetization or the acquisition of motor abilities a lúdica way to the learning of the school tasks. The playing is also associated to didactic games, played in the classroom, or to sportive games played in the yard or in the gym, This way, I conclude that in relation to the teachers training, the teachers initiative was always an important factor to the self learning and to the self training. Maybe, even more than the initial graduation. Many of the professional experiences as teachers go ahead from the school experience or as a University student, because there are other spaces of particular meaning that were important in their trajectory - what had influenced directly in their current pedagogical practices. Besides the teachers will criticize the aspect of the competition present in the classes and the emphasis given to the cognition, I noticed that there is a big difficulty to the modification to the understanding about playing, once they have been trained and graduated in this perspective. Those aspects difficult to recognize the playing as an educative resource: that the child could accept the other person as legitimate in the living. I believe that the teachers can create new spaces of living with reciprocal acceptation of their students, producing a dynamic in what they could change/ transform themselves together and in harmony. This way, the curriculums can be organized again, in order to work with their emotions and sensibility to a human and solidarity, based on the love. So, the playing could be noticed as a human fundament , as says Maturana, who was reference in this research. |
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Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto MaturanaTeachers training and representations on playing: contributions of Humberto Maturana`s ideasFormação docenteSaberesBrincarRepresentações sociaisHumberto MaturanaTeacher`s trainingKnowledgePlayingSocial RepresentationsCNPQ::CIENCIAS HUMANAS::EDUCACAOThe present work is associated to the research line: Teachers Training, Knowledge and Professional development and has as main objective to investigate some of the representations that a group of five teachers has about to use the playing as a pedagogical resource. These teachers, two of them majored in Physical Education and three of them in Pedagogy, work with beginners classes of the Elementary School of private and public schools, respectively, in Santa Maria city/RS. From their reports about the playing in their own infancy, (in the school area or out of it); during their graduation; at the beginning of their professional career; and, nowadays, with their students. I tried to analyze their talking and placed it in dialogue with the ideas of the author from Chile Humberto Maturana. For that, the resource used for the production of the information was half structured interview. I found out that the teachers remember easily of the playing they played on the streets, in their yards and at their relatives house. However, it is less often the remembrance of the playing played at school. It was possible to notice that, in the period that they were majoring in Education, a few subjects of their curriculum had given opportunities to talk about playing or experiencing it, the most of them was relating to the technical learning. The playing has been understood by the teachers as a resource, method or strategy to a specific purpose. Thus, the playing has as objective function to discipline and to orient the students to the learning of something, as example the alphabetization or the acquisition of motor abilities a lúdica way to the learning of the school tasks. The playing is also associated to didactic games, played in the classroom, or to sportive games played in the yard or in the gym, This way, I conclude that in relation to the teachers training, the teachers initiative was always an important factor to the self learning and to the self training. Maybe, even more than the initial graduation. Many of the professional experiences as teachers go ahead from the school experience or as a University student, because there are other spaces of particular meaning that were important in their trajectory - what had influenced directly in their current pedagogical practices. Besides the teachers will criticize the aspect of the competition present in the classes and the emphasis given to the cognition, I noticed that there is a big difficulty to the modification to the understanding about playing, once they have been trained and graduated in this perspective. Those aspects difficult to recognize the playing as an educative resource: that the child could accept the other person as legitimate in the living. I believe that the teachers can create new spaces of living with reciprocal acceptation of their students, producing a dynamic in what they could change/ transform themselves together and in harmony. This way, the curriculums can be organized again, in order to work with their emotions and sensibility to a human and solidarity, based on the love. So, the playing could be noticed as a human fundament , as says Maturana, who was reference in this research.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorO presente trabalho está vinculado à linha de pesquisa: Formação de professores, saberes e desenvolvimento profissional e teve como principal objetivo investigar algumas das representações que um grupo de cinco professoras têm sobre o brincar. Essas professoras, duas licenciadas em Educação Física e três em Pedagogia, atuam nas séries iniciais do ensino fundamental de escolas privadas e públicas, respectivamente, no município de Santa Maria/RS. A partir dos relatos sobre o brincar na própria infância (espaço escolar e extra escolar); no decorrer da formação acadêmica; no início da carreira profissional; e, atualmente, frente ao aluno, buscou-se analisar as falas e colocá-las em diálogo com as idéias do pensador chileno Humberto Maturana. Para tanto, o recurso utilizado para a produção das informações foi uma entrevista semi-estruturada. Foi possível constatar que as professoras se lembram com facilidade das brincadeiras vivenciadas na rua, nos pátios ou na casa dos familiares. No entanto, é menos freqüente a recordação das brincadeiras realizadas na escola. Foi possível perceber que, na época em que cursaram as licenciaturas, poucas foram as disciplinas da matriz curricular que problematizaram ou oportunizaram experiências em relação ao brincar, sendo a maioria delas direcionada à aprendizagem técnica. O brincar vem sendo entendido pelas professoras como um recurso, um método ou uma estratégia para um determinado fim. Nesse sentido, o brincar exerce a função objetiva de disciplinar e orientar os alunos para a aprendizagem de alguma coisa, a exemplo do letramento ou aquisição de habilidades motoras - uma forma lúdica para a aprendizagem das tarefas escolares. O brincar também estaria associado aos jogos didáticos, realizados em sala de aula, ou aos jogos esportivos, realizados no pátio e na quadra. Neste sentido, é possível concluir, no que diz respeito à formação docente, que a iniciativa das professoras sempre foi um fator importante para a auto-aprendizagem e autoformação. Talvez, até mais que a própria formação inicial. Muitas das experiências profissionais docentes vão além da formação escolar e/ou acadêmica, pois há outros espaços de significado particular que foram relevantes em suas trajetórias - o que influencia diretamente em suas atuais práticas pedagógicas. Por mais que as professoras venham a criticar o aspecto da competição presente nas aulas e a ênfase dada à cognição, percebo que há uma grande dificuldade para a mudança de entendimento sobre o brincar, uma vez que se formaram nessa perspectiva. Tais aspectos dificultam reconhecer o brincar como um princípio educativo: o da criança poder aceitar como legítimo o outro na convivência. Acredito que as professoras possam proporcionar novos espaços de convivência num domínio de aceitação recíproca com seus alunos, produzindo uma dinâmica na qual vão mudando/transformando juntos e em congruência. Dessa maneira, os currículos podem ser (re)organizados, no sentido de sensibilizá-las em sua formação, mobilizando a emoção para uma formação humana solidária, fundamentada pelo amor. Assim, o brincar poderia ser percebido como um fundamento do humano , como defende Maturana e que foi referência nessa pesquisa.Universidade Federal de Santa MariaBREducaçãoUFSMPrograma de Pós-Graduação em EducaçãoBarcelos, Valdo Hermes de Limahttp://lattes.cnpq.br/7447760896466057Vieira, Pericles Sarembahttp://lattes.cnpq.br/4761592574716224Antunes, Helenise Sangoihttp://lattes.cnpq.br/6804330341401151Bellochio, Cláudia Ribeirohttp://lattes.cnpq.br/8653053694824805Loro, Alexandre Paulo2008-05-232008-05-232008-04-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfLORO, Alexandre Paulo. Teachers training and representations on playing: contributions of Humberto Maturana`s ideas. 2008. 114 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008.http://repositorio.ufsm.br/handle/1/6805porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-01-06T13:36:11Zoai:repositorio.ufsm.br:1/6805Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-01-06T13:36:11Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana Teachers training and representations on playing: contributions of Humberto Maturana`s ideas |
title |
Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana |
spellingShingle |
Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana Loro, Alexandre Paulo Formação docente Saberes Brincar Representações sociais Humberto Maturana Teacher`s training Knowledge Playing Social Representations CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana |
title_full |
Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana |
title_fullStr |
Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana |
title_full_unstemmed |
Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana |
title_sort |
Formação de professores e representações sobre o brincar: contribuições das idéias de Humberto Maturana |
author |
Loro, Alexandre Paulo |
author_facet |
Loro, Alexandre Paulo |
author_role |
author |
dc.contributor.none.fl_str_mv |
Barcelos, Valdo Hermes de Lima http://lattes.cnpq.br/7447760896466057 Vieira, Pericles Saremba http://lattes.cnpq.br/4761592574716224 Antunes, Helenise Sangoi http://lattes.cnpq.br/6804330341401151 Bellochio, Cláudia Ribeiro http://lattes.cnpq.br/8653053694824805 |
dc.contributor.author.fl_str_mv |
Loro, Alexandre Paulo |
dc.subject.por.fl_str_mv |
Formação docente Saberes Brincar Representações sociais Humberto Maturana Teacher`s training Knowledge Playing Social Representations CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Formação docente Saberes Brincar Representações sociais Humberto Maturana Teacher`s training Knowledge Playing Social Representations CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present work is associated to the research line: Teachers Training, Knowledge and Professional development and has as main objective to investigate some of the representations that a group of five teachers has about to use the playing as a pedagogical resource. These teachers, two of them majored in Physical Education and three of them in Pedagogy, work with beginners classes of the Elementary School of private and public schools, respectively, in Santa Maria city/RS. From their reports about the playing in their own infancy, (in the school area or out of it); during their graduation; at the beginning of their professional career; and, nowadays, with their students. I tried to analyze their talking and placed it in dialogue with the ideas of the author from Chile Humberto Maturana. For that, the resource used for the production of the information was half structured interview. I found out that the teachers remember easily of the playing they played on the streets, in their yards and at their relatives house. However, it is less often the remembrance of the playing played at school. It was possible to notice that, in the period that they were majoring in Education, a few subjects of their curriculum had given opportunities to talk about playing or experiencing it, the most of them was relating to the technical learning. The playing has been understood by the teachers as a resource, method or strategy to a specific purpose. Thus, the playing has as objective function to discipline and to orient the students to the learning of something, as example the alphabetization or the acquisition of motor abilities a lúdica way to the learning of the school tasks. The playing is also associated to didactic games, played in the classroom, or to sportive games played in the yard or in the gym, This way, I conclude that in relation to the teachers training, the teachers initiative was always an important factor to the self learning and to the self training. Maybe, even more than the initial graduation. Many of the professional experiences as teachers go ahead from the school experience or as a University student, because there are other spaces of particular meaning that were important in their trajectory - what had influenced directly in their current pedagogical practices. Besides the teachers will criticize the aspect of the competition present in the classes and the emphasis given to the cognition, I noticed that there is a big difficulty to the modification to the understanding about playing, once they have been trained and graduated in this perspective. Those aspects difficult to recognize the playing as an educative resource: that the child could accept the other person as legitimate in the living. I believe that the teachers can create new spaces of living with reciprocal acceptation of their students, producing a dynamic in what they could change/ transform themselves together and in harmony. This way, the curriculums can be organized again, in order to work with their emotions and sensibility to a human and solidarity, based on the love. So, the playing could be noticed as a human fundament , as says Maturana, who was reference in this research. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-05-23 2008-05-23 2008-04-01 |
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.uri.fl_str_mv |
LORO, Alexandre Paulo. Teachers training and representations on playing: contributions of Humberto Maturana`s ideas. 2008. 114 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/6805 |
identifier_str_mv |
LORO, Alexandre Paulo. Teachers training and representations on playing: contributions of Humberto Maturana`s ideas. 2008. 114 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008. |
url |
http://repositorio.ufsm.br/handle/1/6805 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf application/pdf |
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Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
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Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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