As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor
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Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6890 |
Resumo: | The present study is inserted in to the Formation, Knowledge and Professional Development line of research of the Post-Graduation Program, Master‟s Degree in Education of the Universidade Federal de Santa Maria. It had the purpose of analyzing how the UFSM‟s academics of the Degree Course in Physical Education feel about their formative trajectories and the way how they mean these experiences, as well as the contributions of such experiences for the construction of their identities as forthcoming basic education professors. The methodology was characterized as a qualitative research in the form of a case study. We have made use of an elaborated interview composed by narratives of two academics enrolled in the discipline of Seminary in Supervised Curricular Apprenticeship . The analysis was focused on their experiences as students, the process of professional choice, and the formative experiences faced during the course of degree in Physical Education. The narrative of their formative trajectory in CEFD showed some marks of this formative path which produced several significances, besides contributing for the identification with the Physical Education and the being professor. The most emphasized marks during this formative process were the participation in study groups where the students had the chance of experience the research, the teaching and the extension; the supervised curricular apprenticeships and the criticism instigated by some professors in the classes. In that sense, we understand the educational learning as a plural learning composed by knowledge coming from various contexts, circumstances, and institutions, as well as from the personal and professional experience of the knowledge of disciplines and practical activities provided by the course. Thus, the formation courses are a starting point that cohabits with other formation possibilities because the formation must be understood as something that goes beyond the academical stage but does not do without it. |
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As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professorFormative trajectories of physical education academics of the degree course of UFSM: contributions on the formation of being professorEducação físicaFormação inicialSer professorPhysical educationBasic formationBeing professorCNPQ::CIENCIAS HUMANAS::EDUCACAOThe present study is inserted in to the Formation, Knowledge and Professional Development line of research of the Post-Graduation Program, Master‟s Degree in Education of the Universidade Federal de Santa Maria. It had the purpose of analyzing how the UFSM‟s academics of the Degree Course in Physical Education feel about their formative trajectories and the way how they mean these experiences, as well as the contributions of such experiences for the construction of their identities as forthcoming basic education professors. The methodology was characterized as a qualitative research in the form of a case study. We have made use of an elaborated interview composed by narratives of two academics enrolled in the discipline of Seminary in Supervised Curricular Apprenticeship . The analysis was focused on their experiences as students, the process of professional choice, and the formative experiences faced during the course of degree in Physical Education. The narrative of their formative trajectory in CEFD showed some marks of this formative path which produced several significances, besides contributing for the identification with the Physical Education and the being professor. The most emphasized marks during this formative process were the participation in study groups where the students had the chance of experience the research, the teaching and the extension; the supervised curricular apprenticeships and the criticism instigated by some professors in the classes. In that sense, we understand the educational learning as a plural learning composed by knowledge coming from various contexts, circumstances, and institutions, as well as from the personal and professional experience of the knowledge of disciplines and practical activities provided by the course. Thus, the formation courses are a starting point that cohabits with other formation possibilities because the formation must be understood as something that goes beyond the academical stage but does not do without it.Este estudo insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação, Mestrado em Educação da Universidade Federal de Santa Maria. O objetivo foi analisar a percepção que os acadêmicos do curso de Licenciatura em Educação Física da UFSM têm de sua trajetória formativa e como eles significam tais experiências, bem como, suas contribuições na construção da sua identidade como futuros professores da educação básica. A metodologia caracterizou-se como uma pesquisa qualitativa na forma de estudo de caso. Para tanto, utilizamos uma entrevista elaborada em forma de narrativas de duas acadêmicas que estavam matriculadas na disciplina de Seminário em Estágio Curricular Supervisionado do 8º semestre do curso. Foram tomadas como foco de análise as experiências como aluna, o processo de escolha profissional e as experiências de formação vividas no curso de licenciatura em Educação Física. Ao narrarem sua trajetória formativa no CEFD, as acadêmicas deixaram transparecer algumas marcas desse percurso formativo, que produziram muitos significados e contribuíram na busca pela identificação com a Educação Física e o ser professor. Percebemos que se destacaram nas suas narrativas como marcas nesse processo formativo a participação em grupo de estudos, no qual as acadêmicas puderam vivenciar a pesquisa, o ensino e a extensão; os estágios curriculares supervisionados e a criticidade motivada por alguns professores em suas disciplinas. Nesse sentido, compreendemos que a aprendizagem docente caracteriza-se como uma aprendizagem plural, formada por saberes oriundos de vários contextos, circunstancias e instituições, assim como da experiência pessoal e profissional, dos saberes das disciplinas e atividades práticas proporcionadas pelo curso de formação. Assim, os cursos de formação representam uma etapa, um ponto de partida que convive com outras possibilidades de formação, pois a formação há de ser entendida como algo que transcende a etapa universitária, mas não prescinde dela.Universidade Federal de Santa MariaBREducaçãoUFSMPrograma de Pós-Graduação em EducaçãoKrug, Hugo Norbertohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779485Z7Afonso, Mariangela da Rosahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790894Y5Pereira, Flávio Medeiroshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796865Z6Silva, Alexandra Rosa2010-02-022010-02-022009-11-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfSILVA, Alexandra Rosa. FORMATIVE TRAJECTORIES OF PHYSICAL EDUCATION ACADEMICS OF THE DEGREE COURSE OF UFSM: CONTRIBUTIONS ON THE FORMATION OF BEING PROFESSOR. 2009. 94 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2009.http://repositorio.ufsm.br/handle/1/6890porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2021-11-22T17:04:23Zoai:repositorio.ufsm.br:1/6890Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2021-11-22T17:04:23Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor Formative trajectories of physical education academics of the degree course of UFSM: contributions on the formation of being professor |
title |
As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor |
spellingShingle |
As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor Silva, Alexandra Rosa Educação física Formação inicial Ser professor Physical education Basic formation Being professor CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor |
title_full |
As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor |
title_fullStr |
As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor |
title_full_unstemmed |
As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor |
title_sort |
As trajetórias formativas de acadêmicos de educação física do curso de licenciatura da UFSM: contribuições na constituição do ser professor |
author |
Silva, Alexandra Rosa |
author_facet |
Silva, Alexandra Rosa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Krug, Hugo Norberto http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779485Z7 Afonso, Mariangela da Rosa http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790894Y5 Pereira, Flávio Medeiros http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796865Z6 |
dc.contributor.author.fl_str_mv |
Silva, Alexandra Rosa |
dc.subject.por.fl_str_mv |
Educação física Formação inicial Ser professor Physical education Basic formation Being professor CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação física Formação inicial Ser professor Physical education Basic formation Being professor CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present study is inserted in to the Formation, Knowledge and Professional Development line of research of the Post-Graduation Program, Master‟s Degree in Education of the Universidade Federal de Santa Maria. It had the purpose of analyzing how the UFSM‟s academics of the Degree Course in Physical Education feel about their formative trajectories and the way how they mean these experiences, as well as the contributions of such experiences for the construction of their identities as forthcoming basic education professors. The methodology was characterized as a qualitative research in the form of a case study. We have made use of an elaborated interview composed by narratives of two academics enrolled in the discipline of Seminary in Supervised Curricular Apprenticeship . The analysis was focused on their experiences as students, the process of professional choice, and the formative experiences faced during the course of degree in Physical Education. The narrative of their formative trajectory in CEFD showed some marks of this formative path which produced several significances, besides contributing for the identification with the Physical Education and the being professor. The most emphasized marks during this formative process were the participation in study groups where the students had the chance of experience the research, the teaching and the extension; the supervised curricular apprenticeships and the criticism instigated by some professors in the classes. In that sense, we understand the educational learning as a plural learning composed by knowledge coming from various contexts, circumstances, and institutions, as well as from the personal and professional experience of the knowledge of disciplines and practical activities provided by the course. Thus, the formation courses are a starting point that cohabits with other formation possibilities because the formation must be understood as something that goes beyond the academical stage but does not do without it. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-11-11 2010-02-02 2010-02-02 |
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 |
SILVA, Alexandra Rosa. FORMATIVE TRAJECTORIES OF PHYSICAL EDUCATION ACADEMICS OF THE DEGREE COURSE OF UFSM: CONTRIBUTIONS ON THE FORMATION OF BEING PROFESSOR. 2009. 94 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2009. http://repositorio.ufsm.br/handle/1/6890 |
identifier_str_mv |
SILVA, Alexandra Rosa. FORMATIVE TRAJECTORIES OF PHYSICAL EDUCATION ACADEMICS OF THE DEGREE COURSE OF UFSM: CONTRIBUTIONS ON THE FORMATION OF BEING PROFESSOR. 2009. 94 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2009. |
url |
http://repositorio.ufsm.br/handle/1/6890 |
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 |
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1805922063210250240 |