Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física
Autor(a) principal: | |
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Data de Publicação: | 2004 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/3293 |
Resumo: | The purpose of the present study was to build a self-formation net between Physical Education teachers, making possible the teaching knowledge interlocution as well as the dynamism of the professional development in the range of continuous formation, production and new knowledge spreading. Investigation-action was the methodological choice and has followed a spiral cycles scheme. Firstly, the participants were twenty-four Physical Education professors of the state and particular teaching net of the city of Santa Maria (RS). Several instruments were used, but the main one was the reflexive meeting. All information have been recorded in a field diary. The dynamic to present the investigation-action process was to describe the cycles of the reflexive spiral. Twelve cycles have been developed, containing each one different but inter-related problem, strategy, action and valuation. To conclude, and probably that is an inadequate denomination, we emphasize that dynamic is not finished, but rather, we understand it as a moment of being exposed taking in to account that it can be temporarily closed. However, we are considering here that this end presents conditions to be continued. It is the thirteen cycle of the reflexive spiral being projected as a sequence not previously foreseen. Is interesting to point out that this kind of investigation-action may have a several divisions. Now is projected an attempt of construction of a reflexive school as stage of the teacher s professional development. Nevertheless, the trajectory of two years of development of this investigation-action help us to learn the following lessons: 1) Teacher s professional development carry out in teaching practice; 2) Teacher s professional development occur through the reflection over practice; 3) Teacher s professional development occur along with its critic capacity development; 4) Innovate and accept challenges are characteristics of the teacher s professional development; 5) The professionalisation of the teacher worried about the professional development is linked to the achieve of stronger theoretical bases; 6) The groups make up an important teacher s professional development factor; and 7) Teacher s professional development leads to a crescent self-determination and autonomy. |
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2017-01-302017-01-302004-12-09KRUG, Hugo Norberto. SELF-FORMATION NETWORK AS A FORM OF DEVELOPMENT OF THE PHYSICAL EDUCATION PROFESSIONAL. 2004. 231 f. Tese (Doutorado em Educação Física) - Universidade Federal de Santa Maria, Santa Maria, 2004.http://repositorio.ufsm.br/handle/1/3293The purpose of the present study was to build a self-formation net between Physical Education teachers, making possible the teaching knowledge interlocution as well as the dynamism of the professional development in the range of continuous formation, production and new knowledge spreading. Investigation-action was the methodological choice and has followed a spiral cycles scheme. Firstly, the participants were twenty-four Physical Education professors of the state and particular teaching net of the city of Santa Maria (RS). Several instruments were used, but the main one was the reflexive meeting. All information have been recorded in a field diary. The dynamic to present the investigation-action process was to describe the cycles of the reflexive spiral. Twelve cycles have been developed, containing each one different but inter-related problem, strategy, action and valuation. To conclude, and probably that is an inadequate denomination, we emphasize that dynamic is not finished, but rather, we understand it as a moment of being exposed taking in to account that it can be temporarily closed. However, we are considering here that this end presents conditions to be continued. It is the thirteen cycle of the reflexive spiral being projected as a sequence not previously foreseen. Is interesting to point out that this kind of investigation-action may have a several divisions. Now is projected an attempt of construction of a reflexive school as stage of the teacher s professional development. Nevertheless, the trajectory of two years of development of this investigation-action help us to learn the following lessons: 1) Teacher s professional development carry out in teaching practice; 2) Teacher s professional development occur through the reflection over practice; 3) Teacher s professional development occur along with its critic capacity development; 4) Innovate and accept challenges are characteristics of the teacher s professional development; 5) The professionalisation of the teacher worried about the professional development is linked to the achieve of stronger theoretical bases; 6) The groups make up an important teacher s professional development factor; and 7) Teacher s professional development leads to a crescent self-determination and autonomy.Este estudo objetivou construir uma rede de auto-formação participada entre professores de Educação Física, promovendo a interlocução de saberes docentes e dinamizando o desenvolvimento profissional no âmbito da formação continuada, da produção e divulgação de novos saberes. A opção metodológica foi a investigação-ação e seguiu um esquema de ciclos espiralados. Os participantes foram, inicialmente, vinte e quatro professores de Educação Física das redes de ensino municipal, estadual e particular da cidade de Santa Maria (RS). Diversos instrumentos foram utilizados, mas os encontros reflexivos destacaram-se como o principal. Todas as informações foram registradas em um diário de campo. A dinâmica para apresentar o processo de investigação-ação foi descrever os ciclos da espiral reflexiva. Foram desenvolvidos doze ciclos, cada um contendo problema, estratégia, ação e avaliação diferentes, mas inter-relacionados entre si. Para concluir, e provavelmente seja inadequado ter esta denominação, destacamos que não a supomos terminada, e sim, vemos como sendo um momento de ser posta ou exposta, considerando que ela pode dar-se momentaneamente como encerrada. Entretanto, aqui de fato, estamos considerando que este término, já apresenta condições de que seja continuada. É o décimo terceiro ciclo da espiral reflexiva que se projeta como uma seqüência, um tanto não prevista inicialmente. Convém salientar que este tipo de investigação-ação pode ter inúmeros desdobramentos. O que se projeta agora é a busca da construção de uma escola reflexiva como palco do desenvolvimento profissional dos professores. Mas, a trajetória de aproximadamente dois anos de realização desta investigação-ação possibilitou-nos aprender as seguintes lições: 1) O desenvolvimento profissional do professor se efetiva na prática docente; 2) O desenvolvimento profissional do professor ocorre mediante a reflexão sobre a prática; 3) O desenvolvimento profissional do professor ocorre juntamente com o desenvolvimento de sua capacidade crítica; 4) Inovar e aceitar desafios são características do desenvolvimento profissional do professor; 5) A profissionalização do professor preocupado com o desenvolvimento profissional está associada a aquisição de fundamentos teóricos cada vez mais sólidos; 6) Os grupos constituem importante fator de desenvolvimento profissional do professor; e 7) O desenvolvimento profissional do professor conduz à auto-determinação e autonomia cada vez maiores.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em Ciência do Movimento HumanoUFSMBREducação FísicaFormação profissionalFormação continuadaEducação físicaCNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICARede de auto-formação participada como forma de desenvolvimento do profissional de educação físicaSelf-formation network as a form of development of the physical education professionalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisAndrade, Carmen Mariahttp://lattes.cnpq.br/9900184058126807Bastos, Fábio da Purificação dehttp://lattes.cnpq.br/1720976876119389Pereira, Flávio Medeiroshttp://lattes.cnpq.br/0839315263490487Freitas, Soraia Napoleãohttp://lattes.cnpq.br/8605918251808106Gorski, Maria Beatriz Fioravantehttp://lattes.cnpq.br/4978470741615489http://lattes.cnpq.br/5710464649581736Krug, Hugo Norberto400900000002400300300300300300300e33bfd2c-4c22-4d6b-ab4d-74369c01b2814626cfec-92dc-41d4-9117-edb0aa7d43920fd0bb1c-f6ed-4c84-854a-964db62672ac0d8c52d3-f9a8-4931-a1de-36a21c642aa1fbec29fc-4ad6-456c-a1cc-64c3b82de433311a17b9-33c2-49ad-bd0d-92f03b42e0bbinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALHUGO KRUG.pdfapplication/pdf695227http://repositorio.ufsm.br/bitstream/1/3293/1/HUGO%20KRUG.pdfd9a8e1ffb6b6d596235ab9cc7eee350aMD51TEXTHUGO KRUG.pdf.txtHUGO KRUG.pdf.txtExtracted texttext/plain359558http://repositorio.ufsm.br/bitstream/1/3293/2/HUGO%20KRUG.pdf.txt3553bb307185b7e50f4a1943f6ec8b9aMD52THUMBNAILHUGO KRUG.pdf.jpgHUGO KRUG.pdf.jpgIM Thumbnailimage/jpeg5964http://repositorio.ufsm.br/bitstream/1/3293/3/HUGO%20KRUG.pdf.jpgc6b51213d10c6f709e1c24d8c3900640MD531/32932022-06-29 08:07:14.162oai:repositorio.ufsm.br:1/3293Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132022-06-29T11:07:14Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física |
dc.title.alternative.eng.fl_str_mv |
Self-formation network as a form of development of the physical education professional |
title |
Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física |
spellingShingle |
Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física Krug, Hugo Norberto Formação profissional Formação continuada Educação física CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
title_short |
Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física |
title_full |
Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física |
title_fullStr |
Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física |
title_full_unstemmed |
Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física |
title_sort |
Rede de auto-formação participada como forma de desenvolvimento do profissional de educação física |
author |
Krug, Hugo Norberto |
author_facet |
Krug, Hugo Norberto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Andrade, Carmen Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9900184058126807 |
dc.contributor.referee1.fl_str_mv |
Bastos, Fábio da Purificação de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1720976876119389 |
dc.contributor.referee2.fl_str_mv |
Pereira, Flávio Medeiros |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0839315263490487 |
dc.contributor.referee3.fl_str_mv |
Freitas, Soraia Napoleão |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8605918251808106 |
dc.contributor.referee4.fl_str_mv |
Gorski, Maria Beatriz Fioravante |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/4978470741615489 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5710464649581736 |
dc.contributor.author.fl_str_mv |
Krug, Hugo Norberto |
contributor_str_mv |
Andrade, Carmen Maria Bastos, Fábio da Purificação de Pereira, Flávio Medeiros Freitas, Soraia Napoleão Gorski, Maria Beatriz Fioravante |
dc.subject.por.fl_str_mv |
Formação profissional Formação continuada Educação física |
topic |
Formação profissional Formação continuada Educação física CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA |
description |
The purpose of the present study was to build a self-formation net between Physical Education teachers, making possible the teaching knowledge interlocution as well as the dynamism of the professional development in the range of continuous formation, production and new knowledge spreading. Investigation-action was the methodological choice and has followed a spiral cycles scheme. Firstly, the participants were twenty-four Physical Education professors of the state and particular teaching net of the city of Santa Maria (RS). Several instruments were used, but the main one was the reflexive meeting. All information have been recorded in a field diary. The dynamic to present the investigation-action process was to describe the cycles of the reflexive spiral. Twelve cycles have been developed, containing each one different but inter-related problem, strategy, action and valuation. To conclude, and probably that is an inadequate denomination, we emphasize that dynamic is not finished, but rather, we understand it as a moment of being exposed taking in to account that it can be temporarily closed. However, we are considering here that this end presents conditions to be continued. It is the thirteen cycle of the reflexive spiral being projected as a sequence not previously foreseen. Is interesting to point out that this kind of investigation-action may have a several divisions. Now is projected an attempt of construction of a reflexive school as stage of the teacher s professional development. Nevertheless, the trajectory of two years of development of this investigation-action help us to learn the following lessons: 1) Teacher s professional development carry out in teaching practice; 2) Teacher s professional development occur through the reflection over practice; 3) Teacher s professional development occur along with its critic capacity development; 4) Innovate and accept challenges are characteristics of the teacher s professional development; 5) The professionalisation of the teacher worried about the professional development is linked to the achieve of stronger theoretical bases; 6) The groups make up an important teacher s professional development factor; and 7) Teacher s professional development leads to a crescent self-determination and autonomy. |
publishDate |
2004 |
dc.date.issued.fl_str_mv |
2004-12-09 |
dc.date.accessioned.fl_str_mv |
2017-01-30 |
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2017-01-30 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
KRUG, Hugo Norberto. SELF-FORMATION NETWORK AS A FORM OF DEVELOPMENT OF THE PHYSICAL EDUCATION PROFESSIONAL. 2004. 231 f. Tese (Doutorado em Educação Física) - Universidade Federal de Santa Maria, Santa Maria, 2004. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/3293 |
identifier_str_mv |
KRUG, Hugo Norberto. SELF-FORMATION NETWORK AS A FORM OF DEVELOPMENT OF THE PHYSICAL EDUCATION PROFESSIONAL. 2004. 231 f. Tese (Doutorado em Educação Física) - Universidade Federal de Santa Maria, Santa Maria, 2004. |
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