The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Caderno de Educação Física e Esporte |
Texto Completo: | https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/29445 |
Resumo: | BACKGROUND: The 1980s onwards Physical Education epistemological rupture calls into question the theoretical-methodological identity of this area and lights up what hitherto had been constituted as formative principle. The teaching and teaching to teach assumptions were impacted by educational reforms oriented towards productive flexibility. OBJECTIVES: It starts from the macro analysis of this conjuncture for an understanding of how the ideological and political-economic disputes for the definition of the legal marks of the formation in Physical Education unfold in the Pedagogical Projects of Courses of the Superior School of Physical Education and Physiotherapy of the State of Goiás. METHODS: The Dialectical Historical Materialism was the reference epistemological matrix for the methodology construction. The investigation combines exploratory-descriptive documental research and a case study with qualitative analysis based on semi-structured interviews.RESULTS: The ESEFFEGO curricular organization effort, which began in the 1990s, can be expressed in four distinct moments. Affirmation of a unique and organized formation from the Physical Education renewal movement, a second moment of expanded formation, as an effort to resist at the determinants of licensure or bachelor split, a third moment of formation radical rupture, bachelor or licentiate and a fourth moment of courses integration into a unified matrix. CONCLUSIONS: This movement is reflected in the Pedagogical Work Organization of this Institution. The teacher/student/knowledge relationship was impacted by the tensions and disputes inherent to the pedagogical course project organization. In addition to the negative implications for the academic community sense sedimentation, the continuous restructuring creates a constant noise in the institution internal dialogue, which represents an obstacle in the effort to articulate in a cohesive block (curricular component) the course project assumptions, the contents and the curricular matrix. |
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The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGOO movimento das Diretrizes Curriculares Nacionais para a formação de professores de Educação Física na dinâmica da organização do trabalho pedagógico da ESEFFEGOOrganização do Trabalho PedagógicoEducação FísicaFormação de ProfessoresOrganization of Pedagogical WorkPhysical EducationTeacher trainingBACKGROUND: The 1980s onwards Physical Education epistemological rupture calls into question the theoretical-methodological identity of this area and lights up what hitherto had been constituted as formative principle. The teaching and teaching to teach assumptions were impacted by educational reforms oriented towards productive flexibility. OBJECTIVES: It starts from the macro analysis of this conjuncture for an understanding of how the ideological and political-economic disputes for the definition of the legal marks of the formation in Physical Education unfold in the Pedagogical Projects of Courses of the Superior School of Physical Education and Physiotherapy of the State of Goiás. METHODS: The Dialectical Historical Materialism was the reference epistemological matrix for the methodology construction. The investigation combines exploratory-descriptive documental research and a case study with qualitative analysis based on semi-structured interviews.RESULTS: The ESEFFEGO curricular organization effort, which began in the 1990s, can be expressed in four distinct moments. Affirmation of a unique and organized formation from the Physical Education renewal movement, a second moment of expanded formation, as an effort to resist at the determinants of licensure or bachelor split, a third moment of formation radical rupture, bachelor or licentiate and a fourth moment of courses integration into a unified matrix. CONCLUSIONS: This movement is reflected in the Pedagogical Work Organization of this Institution. The teacher/student/knowledge relationship was impacted by the tensions and disputes inherent to the pedagogical course project organization. In addition to the negative implications for the academic community sense sedimentation, the continuous restructuring creates a constant noise in the institution internal dialogue, which represents an obstacle in the effort to articulate in a cohesive block (curricular component) the course project assumptions, the contents and the curricular matrix.INTRODUÇÃO: A ruptura epistemológica da Educação Física dos anos 1980 em diante, ao colocar em xeque a identidade teórico-metodológica da área, abriu um clarão naquilo que até então havia se constituído como princípios da formação docente. Os pressupostos do ensinar e do ensinar a ensinar foram impactados pelos determinantes político-econômicos e histórico-culturais que incluíram as reformas educacionais na lógica de flexibilização produtiva. OBJETIVOS: Parte-se da análise macro dessa conjuntura para uma compreensão de como as disputas ideológicas e político-econômicas pela definição dos marcos legais da formação em Educação Física desdobram-se nos Projetos Pedagógicos de Cursos da Escola Superior de Educação Física e Fisioterapia do Estado de Goiás. MÉTODOS: A metodologia que se mostrou mais efetiva foi a articulação de pesquisa documental de cunho exploratório-descritivo e estudo de caso com análise qualitativa a partir de entrevistas semiestruturadas. RESULTADOS: Foram identificados, entre os anos 1994 e 2021, seis momentos distintos de reforma curricular, dentre os quais quatro chamam atenção. Um primeiro momento foi de afirmação da formação única e organizada a partir do movimento renovador da Educação Física; um segundo, de formação ampliada, como esforço de resistir aos determinantes da cisão licenciatura ou bacharelado; um terceiro, de ruptura radical da formação, bacharelado ou licenciatura; e um quarto, de integração dos cursos em uma matriz unificada. CONCLUSÕES: O todo desse movimento reflete-se na Organização do Trabalho Pedagógico da instituição. A relação docente/discente/conhecimento foi impactada pelas tensões e disputas inerentes à organização de um projeto pedagógico de curso. Além das implicações negativas para a sedimentação do senso de comunidade acadêmica, a reestruturação continuada institui um ruído constante no diálogo interno da instituição, o que, em certo sentido, representa entrave no esforço de articular, em um bloco coeso (componente curricular), os pressupostos do projeto de curso, do ementário e da matriz curricular. Universidade Estadual do Oeste do Paraná2022-10-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/2944510.36453/cefe.2022.29445Caderno de Educação Física e Esporte; Vol. 20 (2022): Caderno de Educação Física e Esporte; e-29445Caderno de Educação Física e Esporte; v. 20 (2022): Caderno de Educação Física e Esporte; e-294452318-50902318-5104reponame:Caderno de Educação Física e Esporteinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEporhttps://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/29445/21042Copyright (c) 2022 Direitos Autorais Partilhadoshttps://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessCarvalho, Rahaby Nayanne VieiraCrisóstomo Magalhães, Alcio 2023-07-13T17:26:22Zoai:ojs.e-revista.unioeste.br:article/29445Revistahttps://e-revista.unioeste.br/index.php/cadernoedfisica/indexPUBhttps://seer.ufrgs.br/index.php/intexto/oairevista.cefe@unioeste.br || projeto.saber@unioeste.br2318-50902318-5090opendoar:2023-07-13T17:26:22Caderno de Educação Física e Esporte - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.none.fl_str_mv |
The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO O movimento das Diretrizes Curriculares Nacionais para a formação de professores de Educação Física na dinâmica da organização do trabalho pedagógico da ESEFFEGO |
title |
The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO |
spellingShingle |
The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO Carvalho, Rahaby Nayanne Vieira Organização do Trabalho Pedagógico Educação Física Formação de Professores Organization of Pedagogical Work Physical Education Teacher training |
title_short |
The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO |
title_full |
The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO |
title_fullStr |
The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO |
title_full_unstemmed |
The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO |
title_sort |
The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO |
author |
Carvalho, Rahaby Nayanne Vieira |
author_facet |
Carvalho, Rahaby Nayanne Vieira Crisóstomo Magalhães, Alcio |
author_role |
author |
author2 |
Crisóstomo Magalhães, Alcio |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Carvalho, Rahaby Nayanne Vieira Crisóstomo Magalhães, Alcio |
dc.subject.por.fl_str_mv |
Organização do Trabalho Pedagógico Educação Física Formação de Professores Organization of Pedagogical Work Physical Education Teacher training |
topic |
Organização do Trabalho Pedagógico Educação Física Formação de Professores Organization of Pedagogical Work Physical Education Teacher training |
description |
BACKGROUND: The 1980s onwards Physical Education epistemological rupture calls into question the theoretical-methodological identity of this area and lights up what hitherto had been constituted as formative principle. The teaching and teaching to teach assumptions were impacted by educational reforms oriented towards productive flexibility. OBJECTIVES: It starts from the macro analysis of this conjuncture for an understanding of how the ideological and political-economic disputes for the definition of the legal marks of the formation in Physical Education unfold in the Pedagogical Projects of Courses of the Superior School of Physical Education and Physiotherapy of the State of Goiás. METHODS: The Dialectical Historical Materialism was the reference epistemological matrix for the methodology construction. The investigation combines exploratory-descriptive documental research and a case study with qualitative analysis based on semi-structured interviews.RESULTS: The ESEFFEGO curricular organization effort, which began in the 1990s, can be expressed in four distinct moments. Affirmation of a unique and organized formation from the Physical Education renewal movement, a second moment of expanded formation, as an effort to resist at the determinants of licensure or bachelor split, a third moment of formation radical rupture, bachelor or licentiate and a fourth moment of courses integration into a unified matrix. CONCLUSIONS: This movement is reflected in the Pedagogical Work Organization of this Institution. The teacher/student/knowledge relationship was impacted by the tensions and disputes inherent to the pedagogical course project organization. In addition to the negative implications for the academic community sense sedimentation, the continuous restructuring creates a constant noise in the institution internal dialogue, which represents an obstacle in the effort to articulate in a cohesive block (curricular component) the course project assumptions, the contents and the curricular matrix. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/29445 10.36453/cefe.2022.29445 |
url |
https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/29445 |
identifier_str_mv |
10.36453/cefe.2022.29445 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/29445/21042 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Direitos Autorais Partilhados https://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Direitos Autorais Partilhados https://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná |
dc.source.none.fl_str_mv |
Caderno de Educação Física e Esporte; Vol. 20 (2022): Caderno de Educação Física e Esporte; e-29445 Caderno de Educação Física e Esporte; v. 20 (2022): Caderno de Educação Física e Esporte; e-29445 2318-5090 2318-5104 reponame:Caderno de Educação Física e Esporte instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
instname_str |
Universidade Estadual do Oeste do Paraná (UNIOESTE) |
instacron_str |
UNIOESTE |
institution |
UNIOESTE |
reponame_str |
Caderno de Educação Física e Esporte |
collection |
Caderno de Educação Física e Esporte |
repository.name.fl_str_mv |
Caderno de Educação Física e Esporte - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
revista.cefe@unioeste.br || projeto.saber@unioeste.br |
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1798313412208361472 |