Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/3643 |
Resumo: | The present study aims to investigate if the disciplines that compose the curriculum of the Physical Education graduation course from State University of the Paraná West contribute to the initial formation of the future teachers regarding to the pedagogical work with students with special educational needs inserted in regular education. In order to attend this objective, we have opted for an exploratory research characterized as a case study. There was also a need for a study of the Political Pedagogical Project (PPP) to gather the information regarding to the contextualization of the course and a study of the teaching plans with the intention of verifying if they approach contents or themes focused on the pedagogical work with these students. As a theoretical reference, we are based on Historical-Cultural Psychology from Vigotski. The data collection initially occurred through the application of a questionnaire with the 19 teachers who composed the faculty of the course in the year 2016. Then, a structured interview was conducted with only nine teachers who affirmed in the questionnaire they contemplate contents involving the process of schooling of students with special educational needs. The data were analyzed by the perspective of the content analysis technique from Bardin (2011). In this way, from the total of 36 disciplines, according to the participants answers, we find that16 disciplines approaches its contents about this subject and another two are specific in Special Education. In 10 of these 16 disciplines, the participants mentioned that, in their pedagogical practices, they contemplate these contents in an articulated way to the others worked during the year; in another six disciplines, they answered that, besides the contents of the teaching plan, they still include specific contents on this theme. In addition to it, all interviewees were unanimous in affirming that their disciplines really contribute to the initial formation of academics to act in the Special Education, as well as, we can say that the interaction between contents or themes from the disciplines that compose the curriculum of the course reaffirms the importance of the articulation between them, so that this interdisciplinary interaction presents itself as a possibility that significantly contributes to the initial formation of the future teachers regarding to the pedagogical work with students with special educational needs inserted in regular education. |
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Rossetto, Elisabethhttp://lattes.cnpq.br/9680222435474093Borella, Douglas Robertohttp://lattes.cnpq.br/1797219491713504Harlos, Franco Ezequielhttp://lattes.cnpq.br/6286854494767617Szymanski, Maria Lidia Sicahttp://lattes.cnpq.br/9237911847876411http://lattes.cnpq.br/0300049616877610Almeida, Luiz Fernando Garcia de2018-05-11T17:21:49Z2017-04-05ALMEIDA, Luiz Fernando Garcia de. Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais. 2017. 201 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017.http://tede.unioeste.br/handle/tede/3643The present study aims to investigate if the disciplines that compose the curriculum of the Physical Education graduation course from State University of the Paraná West contribute to the initial formation of the future teachers regarding to the pedagogical work with students with special educational needs inserted in regular education. In order to attend this objective, we have opted for an exploratory research characterized as a case study. There was also a need for a study of the Political Pedagogical Project (PPP) to gather the information regarding to the contextualization of the course and a study of the teaching plans with the intention of verifying if they approach contents or themes focused on the pedagogical work with these students. As a theoretical reference, we are based on Historical-Cultural Psychology from Vigotski. The data collection initially occurred through the application of a questionnaire with the 19 teachers who composed the faculty of the course in the year 2016. Then, a structured interview was conducted with only nine teachers who affirmed in the questionnaire they contemplate contents involving the process of schooling of students with special educational needs. The data were analyzed by the perspective of the content analysis technique from Bardin (2011). In this way, from the total of 36 disciplines, according to the participants answers, we find that16 disciplines approaches its contents about this subject and another two are specific in Special Education. In 10 of these 16 disciplines, the participants mentioned that, in their pedagogical practices, they contemplate these contents in an articulated way to the others worked during the year; in another six disciplines, they answered that, besides the contents of the teaching plan, they still include specific contents on this theme. In addition to it, all interviewees were unanimous in affirming that their disciplines really contribute to the initial formation of academics to act in the Special Education, as well as, we can say that the interaction between contents or themes from the disciplines that compose the curriculum of the course reaffirms the importance of the articulation between them, so that this interdisciplinary interaction presents itself as a possibility that significantly contributes to the initial formation of the future teachers regarding to the pedagogical work with students with special educational needs inserted in regular education.O presente trabalho objetiva investigar se as disciplinas que compõem a matriz curricular do curso de Graduação em Licenciatura em Educação Física da Universidade Estadual do Oeste do Paraná/Unioeste contribuem para a formação inicial dos futuros professores em relação ao trabalho pedagógico com alunos com necessidades educacionais especiais inseridos no ensino regular. Com o intuito de atender este objetivo, optamos por uma pesquisa exploratória caracterizada como um estudo de caso. Houve também a necessidade de um estudo documental do Projeto Político Pedagógico (PPP) para levantar as informações referentes à contextualização do curso e dos planos de ensino para constatar se são abordados conteúdos ou temas voltados ao trabalho pedagógico com esses alunos. Como referencial teórico, fundamentamo-nos na Psicologia Histórico-Cultural de Vigotski. A coleta de dados ocorreu inicialmente por meio da aplicação de um questionário com os 19 professores que compuseram o corpo docente do curso no ano de 2016. Na sequência, foi realizada uma entrevista estruturada somente com nove professores que afirmaram no questionário contemplar conteúdos voltados ao processo de escolarização de alunos com necessidades educacionais especiais. Os dados foram analisados sob a ótica da técnica de análise de conteúdo de Bardin (2011). Assim, constatamos que do total de 36 disciplinas ofertadas no ano letivo de 2016, de acordo com as respostas dos participantes, 16 abordam conteúdos sobre essa temática e duas são específicas na Educação Especial. Em 10 dessas 16 disciplinas, os participantes mencionaram que em suas práticas pedagógicas contemplam esses conteúdos de forma articulada aos demais trabalhados no decorrer do ano; nas outras seis, os sujeitos responderam que além dos conteúdos do plano de ensino, ainda incluem conteúdos específicos sobre essa temática. Além disso, todos os entrevistados foram unânimes em afirmar que suas disciplinas contribuem com a formação inicial dos acadêmicos para atuar na Educação Especial, bem como, podemos dizer que a interação entre conteúdos ou temas das disciplinas que compõem a matriz curricular do curso reafirma a importância da articulação entre as mesmas, de modo que essa interação interdisciplinar apresenta-se como uma possibilidade que contribui com a formação inicial dos futuros professores em relação ao trabalho pedagógico com alunos com necessidades educacionais especiais inseridos no ensino regular.Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-11T17:21:49Z No. of bitstreams: 2 Luiz Fernando Garcia de Almeida.pdf: 1688514 bytes, checksum: 0fb2ccb754282f666a4085976064abc2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-05-11T17:21:49Z (GMT). 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dc.title.por.fl_str_mv |
Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais |
dc.title.alternative.por.fl_str_mv |
Initial formation of the Physical Education teachers to work with students with special educational needs |
title |
Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais |
spellingShingle |
Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais Almeida, Luiz Fernando Garcia de Formação Inicial Educação Física Alunos com Necessidades Educacionais Especiais Trabalho Pedagógico Initial formation Physical Education Students with Special Educational Needs Pedagogical Work CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais |
title_full |
Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais |
title_fullStr |
Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais |
title_full_unstemmed |
Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais |
title_sort |
Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais |
author |
Almeida, Luiz Fernando Garcia de |
author_facet |
Almeida, Luiz Fernando Garcia de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rossetto, Elisabeth |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9680222435474093 |
dc.contributor.referee1.fl_str_mv |
Borella, Douglas Roberto |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1797219491713504 |
dc.contributor.referee2.fl_str_mv |
Harlos, Franco Ezequiel |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6286854494767617 |
dc.contributor.referee3.fl_str_mv |
Szymanski, Maria Lidia Sica |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9237911847876411 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0300049616877610 |
dc.contributor.author.fl_str_mv |
Almeida, Luiz Fernando Garcia de |
contributor_str_mv |
Rossetto, Elisabeth Borella, Douglas Roberto Harlos, Franco Ezequiel Szymanski, Maria Lidia Sica |
dc.subject.por.fl_str_mv |
Formação Inicial Educação Física Alunos com Necessidades Educacionais Especiais Trabalho Pedagógico |
topic |
Formação Inicial Educação Física Alunos com Necessidades Educacionais Especiais Trabalho Pedagógico Initial formation Physical Education Students with Special Educational Needs Pedagogical Work CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Initial formation Physical Education Students with Special Educational Needs Pedagogical Work |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present study aims to investigate if the disciplines that compose the curriculum of the Physical Education graduation course from State University of the Paraná West contribute to the initial formation of the future teachers regarding to the pedagogical work with students with special educational needs inserted in regular education. In order to attend this objective, we have opted for an exploratory research characterized as a case study. There was also a need for a study of the Political Pedagogical Project (PPP) to gather the information regarding to the contextualization of the course and a study of the teaching plans with the intention of verifying if they approach contents or themes focused on the pedagogical work with these students. As a theoretical reference, we are based on Historical-Cultural Psychology from Vigotski. The data collection initially occurred through the application of a questionnaire with the 19 teachers who composed the faculty of the course in the year 2016. Then, a structured interview was conducted with only nine teachers who affirmed in the questionnaire they contemplate contents involving the process of schooling of students with special educational needs. The data were analyzed by the perspective of the content analysis technique from Bardin (2011). In this way, from the total of 36 disciplines, according to the participants answers, we find that16 disciplines approaches its contents about this subject and another two are specific in Special Education. In 10 of these 16 disciplines, the participants mentioned that, in their pedagogical practices, they contemplate these contents in an articulated way to the others worked during the year; in another six disciplines, they answered that, besides the contents of the teaching plan, they still include specific contents on this theme. In addition to it, all interviewees were unanimous in affirming that their disciplines really contribute to the initial formation of academics to act in the Special Education, as well as, we can say that the interaction between contents or themes from the disciplines that compose the curriculum of the course reaffirms the importance of the articulation between them, so that this interdisciplinary interaction presents itself as a possibility that significantly contributes to the initial formation of the future teachers regarding to the pedagogical work with students with special educational needs inserted in regular education. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-04-05 |
dc.date.accessioned.fl_str_mv |
2018-05-11T17:21:49Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ALMEIDA, Luiz Fernando Garcia de. Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais. 2017. 201 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3643 |
identifier_str_mv |
ALMEIDA, Luiz Fernando Garcia de. Formação inicial de professores de Educação Física para atuação com alunos com necessidades educacionais especiais. 2017. 201 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2017. |
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http://tede.unioeste.br/handle/tede/3643 |
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Universidade Estadual do Oeste do Paraná Cascavel |
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UNIOESTE |
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Brasil |
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Centro de Educação, Comunicação e Artes |
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Universidade Estadual do Oeste do Paraná Cascavel |
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