Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/21708 |
Resumo: | This research aims to understand the perception that teachers have of their formation in Physical Education about the exercise of teaching. For this, we will use as a basis of theoretical support the foundations of the phenomenological perspective of Merleau-Ponty, where the author proposes to discuss the creative possibility of meaning for existence in the world. The philosopher presents the perceived field as a set of organized phenomena, which, due to their natural capacities, produce understandings understood by all subjects, regardless of their language or culture. The research paths were based on a qualitative study, with a phenomenological focus, consisting of the speech of the subjects as their methodological option. This is based on field research in exploratory-descriptive mode, which has the sense of investigating the relationship between methodology, theory and practice, generating the educational phenomenon. This study is characterized as a case study, as our focus is on the Physical Education teachers of a particular city in the northwest of Rio Grande do Sul, more specifically eight (8) teachers. For this study, we used semi-structured interview and field observation, because we believe this is the best way to acquire information to reach the proposed objectives. We understand that being a teacher when externalizing his perception shows us his look is: about himself, about his peers and about the academic world, so we can describe the different perspectives at different stages of the school career. The importance of this theme is made to value the personal and professional development of teachers through understanding with regard to their existence, giving them a notion of the reality of how they are acting and the very formation acquired as a subject that expresses human needs, Thus, when we observe the teacher, we can realize that his environment and his relationships go beyond the analysis of his practice and his speech, and thus, we can evidence him as an incarnate being in the world. |
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2021-08-03T18:10:52Z2021-08-03T18:10:52Z2019-08-26http://repositorio.ufsm.br/handle/1/21708This research aims to understand the perception that teachers have of their formation in Physical Education about the exercise of teaching. For this, we will use as a basis of theoretical support the foundations of the phenomenological perspective of Merleau-Ponty, where the author proposes to discuss the creative possibility of meaning for existence in the world. The philosopher presents the perceived field as a set of organized phenomena, which, due to their natural capacities, produce understandings understood by all subjects, regardless of their language or culture. The research paths were based on a qualitative study, with a phenomenological focus, consisting of the speech of the subjects as their methodological option. This is based on field research in exploratory-descriptive mode, which has the sense of investigating the relationship between methodology, theory and practice, generating the educational phenomenon. This study is characterized as a case study, as our focus is on the Physical Education teachers of a particular city in the northwest of Rio Grande do Sul, more specifically eight (8) teachers. For this study, we used semi-structured interview and field observation, because we believe this is the best way to acquire information to reach the proposed objectives. We understand that being a teacher when externalizing his perception shows us his look is: about himself, about his peers and about the academic world, so we can describe the different perspectives at different stages of the school career. The importance of this theme is made to value the personal and professional development of teachers through understanding with regard to their existence, giving them a notion of the reality of how they are acting and the very formation acquired as a subject that expresses human needs, Thus, when we observe the teacher, we can realize that his environment and his relationships go beyond the analysis of his practice and his speech, and thus, we can evidence him as an incarnate being in the world.Esta pesquisa se direciona em compreender a percepção que os professores possuem de sua formação em Educação Física acerca do exercício da docência. Para tanto, utilizaremos como base de sustentação teórica os fundamentos da perspectiva fenomenológica de Merleau-Ponty, onde o autor propõe como meta discutir a possibilidade criadora de sentidos para a existência no mundo. O filósofo apresenta o campo percebido como um conjunto de fenômenos organizados, os quais, por decorrerem de capacidades naturais, produzem entendimentos compreendidos por todos os sujeitos, independentemente de sua língua ou cultura. O caminho de pesquisa se deu a partir de um estudo de caráter qualitativo, com enfoque fenomenológico, sendo que consistiu da fala dos sujeitos como sua opção metodológica. Está pautada na pesquisa de campo na modalidade exploratória-descritiva, que tem o sentido de investigar a relação existente entre a metodologia, teoria e prática, gerando o fenômeno educativo. Esta pesquisa é caracterizada como um estudo de caso, pois nosso foco é no os professores de Educação Física de uma determinada cidade do Noroeste do Rio Grande do Sul, mais especificamente oito (8) professores. Para este estudo, foi utilizada a entrevista semiestruturada e a observação de campo, pois acreditamos que esta é a melhor maneira de adquirirmos informações para chegarmos aos objetivos propostos. Entendemos que o ser docente ao exteriorizar sua percepção nos mostra o seu olhar seja: sobre si, sobre seus pares e sobre o mundo acadêmico, assim podemos descrever os diferentes olhares nas diferentes etapas da carreira escolar. A importância dessa temática se faz para valorizar o desenvolvimento pessoal e profissional dos docentes através do entendimento no que diz respeito a sua existência, dando-lhes uma noção da realidade de como estão atuando e da própria formação adquirida como sujeito que expressa as necessidades humanas, assim, quando observamos o docente, poderemos perceber que seu meio e suas relações vão além da análise da sua prática e do seu discurso, e assim, poderemos evidencia-lo como um ser encarnado no mundo.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqporUniversidade 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/openAccessEducação físicaFormação inicial de professoresPercepçãoPhysical educationInitial teacher educationPerceptionCNPQ::CIENCIAS HUMANAS::EDUCACAOPercepções na docência em Educação Física: a formação do ser professor a partir de Merlau-PontyPerceptions in Physical Education: the training of teacher from Merlau-Pontyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisKronbauer, Luiz Gilbertohttp://lattes.cnpq.br/9231065813001096Antunes, Helenise SangoiKrug, Hugo NorbertoBarcelos, Valdo Hermes de LimaConceição, Victor Julierme Santos dahttp://lattes.cnpq.br/0535410997128556Telles, Cassiano700800000006600600600600600600600a08e7af1-acf9-40c4-ac83-3b5e9db61bec50c25095-83c2-4fa7-becb-19c6a518febe930c21f3-4421-401d-bba0-9ae2f5e6d6021aa93803-b224-40c9-995a-0d8e70f495307248154b-881e-4178-bf77-7925576f18faed095a16-5679-4596-9fc2-85b8901f49ecreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2019_TELLES_CASSIANO.pdfTES_PPGEDUCACAO_2019_TELLES_CASSIANO.pdfTeseapplication/pdf1354870http://repositorio.ufsm.br/bitstream/1/21708/1/TES_PPGEDUCACAO_2019_TELLES_CASSIANO.pdf94c86143faff08f2cf7f7beada1d389dMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty |
dc.title.alternative.eng.fl_str_mv |
Perceptions in Physical Education: the training of teacher from Merlau-Ponty |
title |
Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty |
spellingShingle |
Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty Telles, Cassiano Educação física Formação inicial de professores Percepção Physical education Initial teacher education Perception CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty |
title_full |
Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty |
title_fullStr |
Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty |
title_full_unstemmed |
Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty |
title_sort |
Percepções na docência em Educação Física: a formação do ser professor a partir de Merlau-Ponty |
author |
Telles, Cassiano |
author_facet |
Telles, Cassiano |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Kronbauer, Luiz Gilberto |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9231065813001096 |
dc.contributor.referee1.fl_str_mv |
Antunes, Helenise Sangoi |
dc.contributor.referee2.fl_str_mv |
Krug, Hugo Norberto |
dc.contributor.referee3.fl_str_mv |
Barcelos, Valdo Hermes de Lima |
dc.contributor.referee4.fl_str_mv |
Conceição, Victor Julierme Santos da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0535410997128556 |
dc.contributor.author.fl_str_mv |
Telles, Cassiano |
contributor_str_mv |
Kronbauer, Luiz Gilberto Antunes, Helenise Sangoi Krug, Hugo Norberto Barcelos, Valdo Hermes de Lima Conceição, Victor Julierme Santos da |
dc.subject.por.fl_str_mv |
Educação física Formação inicial de professores Percepção |
topic |
Educação física Formação inicial de professores Percepção Physical education Initial teacher education Perception CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Physical education Initial teacher education Perception |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to understand the perception that teachers have of their formation in Physical Education about the exercise of teaching. For this, we will use as a basis of theoretical support the foundations of the phenomenological perspective of Merleau-Ponty, where the author proposes to discuss the creative possibility of meaning for existence in the world. The philosopher presents the perceived field as a set of organized phenomena, which, due to their natural capacities, produce understandings understood by all subjects, regardless of their language or culture. The research paths were based on a qualitative study, with a phenomenological focus, consisting of the speech of the subjects as their methodological option. This is based on field research in exploratory-descriptive mode, which has the sense of investigating the relationship between methodology, theory and practice, generating the educational phenomenon. This study is characterized as a case study, as our focus is on the Physical Education teachers of a particular city in the northwest of Rio Grande do Sul, more specifically eight (8) teachers. For this study, we used semi-structured interview and field observation, because we believe this is the best way to acquire information to reach the proposed objectives. We understand that being a teacher when externalizing his perception shows us his look is: about himself, about his peers and about the academic world, so we can describe the different perspectives at different stages of the school career. The importance of this theme is made to value the personal and professional development of teachers through understanding with regard to their existence, giving them a notion of the reality of how they are acting and the very formation acquired as a subject that expresses human needs, Thus, when we observe the teacher, we can realize that his environment and his relationships go beyond the analysis of his practice and his speech, and thus, we can evidence him as an incarnate being in the world. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-26 |
dc.date.accessioned.fl_str_mv |
2021-08-03T18:10:52Z |
dc.date.available.fl_str_mv |
2021-08-03T18:10:52Z |
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doctoralThesis |
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http://repositorio.ufsm.br/handle/1/21708 |
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por |
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700800000006 |
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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 |
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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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