Contributions of Physical Education teaching for working with theoretical knowledge in school

Detalhes bibliográficos
Autor(a) principal: Nascimento, Carolina Picchetti
Data de Publicação: 2019
Outros Autores: Araujo, Elaine Sampaio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/50980
Resumo: The purpose of this study was to characterize the process of teaching organization that contributes to the development of theoretical thinking of the subjects of pedagogical activity, teachers and students. Having the Teaching Guiding Activity, proposed by Moura (1996, 2000, 2016), as a theoretical-methodological foundation it is proposed didactics interpretations about Vygotsky’s thesis that "the only good learning is that which is in advance of development”. Considering the methodological actions, it is discussed the pedagogical meaning of working with theoretical knowledge in schooling process through the analysis of key moments of a formative situation carried out with teachers of elementary education in the context of a research project focused on the improvement of public teaching. It seeks to show, then, int the processes of teaching organization how the knowledge proposed in the pedagogical activity can be realized as theoretical concepts to the subjects in their actions of study.
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spelling Contributions of Physical Education teaching for working with theoretical knowledge in schoolContribuições do ensino da Educação Física para o trabalho com o conhecimento teórico na escolaAtividade Orientadora de EnsinoTeoria Histórico-CulturalPensamento TeóricoEnsino DesenvolvimentalEnsino de Educação FísicaTeaching Guiding ActivityCultural-Historical TheoryTheoretical ThoughtDevelopmental TeachingPhysical Education teachingThe purpose of this study was to characterize the process of teaching organization that contributes to the development of theoretical thinking of the subjects of pedagogical activity, teachers and students. Having the Teaching Guiding Activity, proposed by Moura (1996, 2000, 2016), as a theoretical-methodological foundation it is proposed didactics interpretations about Vygotsky’s thesis that "the only good learning is that which is in advance of development”. Considering the methodological actions, it is discussed the pedagogical meaning of working with theoretical knowledge in schooling process through the analysis of key moments of a formative situation carried out with teachers of elementary education in the context of a research project focused on the improvement of public teaching. It seeks to show, then, int the processes of teaching organization how the knowledge proposed in the pedagogical activity can be realized as theoretical concepts to the subjects in their actions of study.O objetivo deste estudo foi caracterizar o processo de organização do ensino que contribua para o desenvolvimento do pensamento teórico dos sujeitos da atividade pedagógica, professores e estudantes. Tendo a Atividade Orientadora de Ensino, proposta por Moura (1996, 2000, 2016), como fundamento teórico-metodológico apresentam-se interpretações didáticas sobre a tese vigotskiana de que “o único bom ensino é o que se adianta ao desenvolvimento”. Do ponto de vista das ações metodológicas discute-se o significado pedagógico do trabalho com o conhecimento teórico na escola por meio da análise de momentos-chave de uma situação formativa realizada com professoras da educação básica, no contexto de um projeto de pesquisa voltado à melhoria do ensino público. Busca-se evidenciar, então, nos processos de organização do ensino, como os conhecimentos propostos na atividade pedagógica podem se realizar como conceitos teóricos para os sujeitos em suas ações de estudo.Universidade Federal de Uberlândia2019-10-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/5098010.14393/ER-v26n3a2019-3Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 677-699Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 677-699Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 677-6991983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/50980/27095Nascimento, Carolina Picchetti Araujo, Elaine Sampaio info:eu-repo/semantics/openAccess2019-10-30T17:31:17Zoai:ojs.www.seer.ufu.br:article/50980Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-10-30T17:31:17Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Contributions of Physical Education teaching for working with theoretical knowledge in school
Contribuições do ensino da Educação Física para o trabalho com o conhecimento teórico na escola
title Contributions of Physical Education teaching for working with theoretical knowledge in school
spellingShingle Contributions of Physical Education teaching for working with theoretical knowledge in school
Nascimento, Carolina Picchetti
Atividade Orientadora de Ensino
Teoria Histórico-Cultural
Pensamento Teórico
Ensino Desenvolvimental
Ensino de Educação Física
Teaching Guiding Activity
Cultural-Historical Theory
Theoretical Thought
Developmental Teaching
Physical Education teaching
title_short Contributions of Physical Education teaching for working with theoretical knowledge in school
title_full Contributions of Physical Education teaching for working with theoretical knowledge in school
title_fullStr Contributions of Physical Education teaching for working with theoretical knowledge in school
title_full_unstemmed Contributions of Physical Education teaching for working with theoretical knowledge in school
title_sort Contributions of Physical Education teaching for working with theoretical knowledge in school
author Nascimento, Carolina Picchetti
author_facet Nascimento, Carolina Picchetti
Araujo, Elaine Sampaio
author_role author
author2 Araujo, Elaine Sampaio
author2_role author
dc.contributor.author.fl_str_mv Nascimento, Carolina Picchetti
Araujo, Elaine Sampaio
dc.subject.por.fl_str_mv Atividade Orientadora de Ensino
Teoria Histórico-Cultural
Pensamento Teórico
Ensino Desenvolvimental
Ensino de Educação Física
Teaching Guiding Activity
Cultural-Historical Theory
Theoretical Thought
Developmental Teaching
Physical Education teaching
topic Atividade Orientadora de Ensino
Teoria Histórico-Cultural
Pensamento Teórico
Ensino Desenvolvimental
Ensino de Educação Física
Teaching Guiding Activity
Cultural-Historical Theory
Theoretical Thought
Developmental Teaching
Physical Education teaching
description The purpose of this study was to characterize the process of teaching organization that contributes to the development of theoretical thinking of the subjects of pedagogical activity, teachers and students. Having the Teaching Guiding Activity, proposed by Moura (1996, 2000, 2016), as a theoretical-methodological foundation it is proposed didactics interpretations about Vygotsky’s thesis that "the only good learning is that which is in advance of development”. Considering the methodological actions, it is discussed the pedagogical meaning of working with theoretical knowledge in schooling process through the analysis of key moments of a formative situation carried out with teachers of elementary education in the context of a research project focused on the improvement of public teaching. It seeks to show, then, int the processes of teaching organization how the knowledge proposed in the pedagogical activity can be realized as theoretical concepts to the subjects in their actions of study.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/50980
10.14393/ER-v26n3a2019-3
url https://seer.ufu.br/index.php/emrevista/article/view/50980
identifier_str_mv 10.14393/ER-v26n3a2019-3
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/50980/27095
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 677-699
Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 677-699
Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 677-699
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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