Interfaces between research and extension: a proposal of resignification of the formation in physical education for school

• Autor(a) principal: Ilha, Franciele Roos da Silva
• Data de Publicação: 2019
• Outros Autores: Afonso, Mariângela da Rosa, Silva, Patrícia da Rosa Louzada da, Santos, Leontine Lima dos, Montiel, Fabiana Celente
• 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/21971
• topic: extensão; formação; educação física; Extension; Training; Physical Education

Objective: The aim of this article is to promote the discussion about possible developments in order to re - significate the continuing education of teachers, based on the studies produced at the Research Group on Physical Education and Education (GPEFE). Thus, we report on the experience of the project Re-signifying Schooling Physical Education (REFE) of the School of Physical Education of the Federal University of Pelotas (ESEF/UFPel), which is designed to work with initial and continuing training by the exchange of knowledge between teachers of basic education, undergraduate, and graduate students in Physical Education. Methods: Two formations were designed for the teachers of the municipal schools of Capão do Leão (RS), having as main theme the teaching through the game. In the formations the principles of the educational sport, criteria for choosing a good game, variations and activities for reduced spaces were approached. The trainings also had the participation of academics of the Physical Education course of ESEF/UFPel and were conducted by members of the REFE. We adopted the method of teaching sports, proposed by the Institute of Sport & Education, with the experiencing of games and explanations about their methodological proposals. Results: In addition to the exchange of knowledge during the formations, the teachers evaluated the meetings as very productive, identifying that through the games expectations were reached, relating the knowledge exchange and the new experiences to the qualification of the pedagogical practice. Conclusion: The importance of offering training to teachers of different educational networks that takes into account the knowledge and experiences of these professionals, enabling a dialogue between university and school.