A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/7061 |
Resumo: | This study is included in the Line of Research Formation, Knowledge and Professional Development (PPGE/CE/UFSM) and aims to analyze the impacts caused by the curriculum restructuring in 2004 CEFD/UFSM, on knowledge teaching of effective professor who began to act in the courses of Degree and Bachelor simultaneously. It is justified by the need for research on understanding the impact caused by Law n. 9.696/98 and Judgement CNE/CES n. 07/04, the theoretical concepts and practices used by teachers in their pedagogical interventions, resulting in the division of the Degree and Bachelor courses. To contribute in the discussions were prepared following specific objectives: a) recognize the significant events that helped in the construction of teaching knowledge of professor CEFD/UFSM; b) identify the teaching methods used by teachers CEFD/UFSM in Bachelors and Degree courses c) understand the problems created by the current context of formative CEFD/UFSM. The methodology was characterized as a qualitative case study. Participated in the investigation six (6) teachers representing different departments are on course (DMTD, DDI, DDC), which have both disciplines in the Bachelor and Degree as. The information was obtained through structured interviews and their interpretations are given from the content analysis developed by Bardin (1978). After exploration of the material we adopted four (4) categories created by Tardif (2005), were they: 1st) professional knowledge or science; 2nd) curricular knowledge, 3rd) disciplinary knowledge, and, 4th) experiential learning. The theory is based on the studies of Nóvoa (1995), Garcia (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) among others, to understand the complexities of the construction of knowledge of teachers who work in higher education. Through the reflections made, it was found that the impact of the current curriculum of CEFD/UFSM, focuses on curriculum knowledge of teachers, specifically with respect to adjustments to the content and teaching methods developed in the classroom through using examples characterizing their applications in one area or the other. |
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A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superiorThe physical education division curriculum knowledge and its impacts on teachers of higher educationSaberes docentesLicenciatura e bachareladoFormação de professoresKnowledge teachingDegree and bachelorTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOThis study is included in the Line of Research Formation, Knowledge and Professional Development (PPGE/CE/UFSM) and aims to analyze the impacts caused by the curriculum restructuring in 2004 CEFD/UFSM, on knowledge teaching of effective professor who began to act in the courses of Degree and Bachelor simultaneously. It is justified by the need for research on understanding the impact caused by Law n. 9.696/98 and Judgement CNE/CES n. 07/04, the theoretical concepts and practices used by teachers in their pedagogical interventions, resulting in the division of the Degree and Bachelor courses. To contribute in the discussions were prepared following specific objectives: a) recognize the significant events that helped in the construction of teaching knowledge of professor CEFD/UFSM; b) identify the teaching methods used by teachers CEFD/UFSM in Bachelors and Degree courses c) understand the problems created by the current context of formative CEFD/UFSM. The methodology was characterized as a qualitative case study. Participated in the investigation six (6) teachers representing different departments are on course (DMTD, DDI, DDC), which have both disciplines in the Bachelor and Degree as. The information was obtained through structured interviews and their interpretations are given from the content analysis developed by Bardin (1978). After exploration of the material we adopted four (4) categories created by Tardif (2005), were they: 1st) professional knowledge or science; 2nd) curricular knowledge, 3rd) disciplinary knowledge, and, 4th) experiential learning. The theory is based on the studies of Nóvoa (1995), Garcia (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) among others, to understand the complexities of the construction of knowledge of teachers who work in higher education. Through the reflections made, it was found that the impact of the current curriculum of CEFD/UFSM, focuses on curriculum knowledge of teachers, specifically with respect to adjustments to the content and teaching methods developed in the classroom through using examples characterizing their applications in one area or the other.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorEste estudo está inserido na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional (PPGE/CE/UFSM) e tem como objetivo analisar os impactos causados pela reestruturação curricular de 2004 no CEFD/UFSM, sobre os saberes docentes dos professores efetivos que passaram a atuar nos cursos de Licenciatura e Bacharelado simultaneamente. Justifica-se a investigação pela necessidade de compreensão sobre as repercurssões causadas pela Lei n. 9.696/98 e Parecer CNE/CES n. 07/04, nas concepções teóricas e práticas utilizadas pelos professores em suas intervenções pedagógicas, decorrentes da divisão do curso em Licenciatura e Bacharelado. Para contribuir com as discussões foram elaborados os seguintes objetivos específicos: a) reconhecer os fatos significativos que auxiliaram na construção dos saberes docentes dos professores do CEFD/UFSM; b) identificar os métodos didáticos utilizados pelos professores do CEFD/UFSM nos cursos de Licenciatura e Bacharelado; c) compreender os problemas gerados pelo atual contexto formativo do CEFD/UFSM. A metodologia foi caracterizada como qualitativa do tipo estudo de caso. Participaram da investigação seis (6) professores representando os diferentes departamentos existentes no curso (DMTD, DDI, DDC), que possuem disciplinas tanto na Licenciatura quanto no Bacharelado. As informações foram obtidas por meio de entrevistas semiestruturadas e suas interpretações se deram a partir da análise de conteúdo desenvolvida por Bardin (1978). Após a exploração do material adotou-se como categorias os quatro (4) saberes descritos por Tardif (2005), tais como: 1ª) saber profissional ou científico; 2ª) saber curricular; 3ª) saber disciplinar; e, 4°) sab er experiencial. O corpo teórico tem como base os estudos elaborados por Nóvoa (1995), García (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) entre outros, para a compreensão das complexidades da construção dos saberes dos professores que atuam no ensino superior. Através das reflexões realizadas, constatou-se que o impacto causado pela atual organização curricular do CEFD/UFSM, concentra-se nos saberes curriculares dos professores, mais especificamente, com relação às adaptações dos conteúdos e métodos didáticos desenvolvidos em sala de aula, por meio da utilização de exemplos que caracterizam suas aplicações em uma área ou outra.Universidade Federal de Santa MariaBREducaçãoUFSMPrograma de Pós-Graduação em EducaçãoKrug, Hugo Norbertohttp://lattes.cnpq.br/5710464649581736Afonso, Mariangela da Rosahttp://lattes.cnpq.br/5202830028335096Henz, Celso Ilgohttp://lattes.cnpq.br/8841113239645760Contreira, Clairton Balbueno2014-03-202014-03-202013-04-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfCONTREIRA, Clairton Balbueno. The physical education division curriculum knowledge and its impacts on teachers of higher education. 2013. 155 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2013.http://repositorio.ufsm.br/handle/1/7061porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-01-03T11:15:44Zoai:repositorio.ufsm.br:1/7061Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-01-03T11:15:44Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior The physical education division curriculum knowledge and its impacts on teachers of higher education |
title |
A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior |
spellingShingle |
A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior Contreira, Clairton Balbueno Saberes docentes Licenciatura e bacharelado Formação de professores Knowledge teaching Degree and bachelor Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior |
title_full |
A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior |
title_fullStr |
A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior |
title_full_unstemmed |
A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior |
title_sort |
A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior |
author |
Contreira, Clairton Balbueno |
author_facet |
Contreira, Clairton Balbueno |
author_role |
author |
dc.contributor.none.fl_str_mv |
Krug, Hugo Norberto http://lattes.cnpq.br/5710464649581736 Afonso, Mariangela da Rosa http://lattes.cnpq.br/5202830028335096 Henz, Celso Ilgo http://lattes.cnpq.br/8841113239645760 |
dc.contributor.author.fl_str_mv |
Contreira, Clairton Balbueno |
dc.subject.por.fl_str_mv |
Saberes docentes Licenciatura e bacharelado Formação de professores Knowledge teaching Degree and bachelor Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Saberes docentes Licenciatura e bacharelado Formação de professores Knowledge teaching Degree and bachelor Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is included in the Line of Research Formation, Knowledge and Professional Development (PPGE/CE/UFSM) and aims to analyze the impacts caused by the curriculum restructuring in 2004 CEFD/UFSM, on knowledge teaching of effective professor who began to act in the courses of Degree and Bachelor simultaneously. It is justified by the need for research on understanding the impact caused by Law n. 9.696/98 and Judgement CNE/CES n. 07/04, the theoretical concepts and practices used by teachers in their pedagogical interventions, resulting in the division of the Degree and Bachelor courses. To contribute in the discussions were prepared following specific objectives: a) recognize the significant events that helped in the construction of teaching knowledge of professor CEFD/UFSM; b) identify the teaching methods used by teachers CEFD/UFSM in Bachelors and Degree courses c) understand the problems created by the current context of formative CEFD/UFSM. The methodology was characterized as a qualitative case study. Participated in the investigation six (6) teachers representing different departments are on course (DMTD, DDI, DDC), which have both disciplines in the Bachelor and Degree as. The information was obtained through structured interviews and their interpretations are given from the content analysis developed by Bardin (1978). After exploration of the material we adopted four (4) categories created by Tardif (2005), were they: 1st) professional knowledge or science; 2nd) curricular knowledge, 3rd) disciplinary knowledge, and, 4th) experiential learning. The theory is based on the studies of Nóvoa (1995), Garcia (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) among others, to understand the complexities of the construction of knowledge of teachers who work in higher education. Through the reflections made, it was found that the impact of the current curriculum of CEFD/UFSM, focuses on curriculum knowledge of teachers, specifically with respect to adjustments to the content and teaching methods developed in the classroom through using examples characterizing their applications in one area or the other. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-04-18 2014-03-20 2014-03-20 |
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 |
CONTREIRA, Clairton Balbueno. The physical education division curriculum knowledge and its impacts on teachers of higher education. 2013. 155 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/7061 |
identifier_str_mv |
CONTREIRA, Clairton Balbueno. The physical education division curriculum knowledge and its impacts on teachers of higher education. 2013. 155 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2013. |
url |
http://repositorio.ufsm.br/handle/1/7061 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria BR Educação UFSM Programa de Pós-Graduação em Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922062301134848 |