A educação física e o professor especialista na educação infantil: desafios e perspectivas

• Autor(a) principal: Vieira, Laura Beatriz Batista [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203124; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000912843.pdf
• topic: Educação de crianças; Educação fisica; Abordagem interdisciplinar do conhecimento; Professores; Teachers

The objective of this research was to analyze the perspectives of Physical Education teachers regarding their role in Early Childhood Education. The research was substantiated according to the qualitative research approach. The interviews were conducted with three teachers, two men and one woman, who work in early childhood education, in the private network and in the municipal network. One of them teaches in the city of Barra Bonita, while the teacher and the other teacher in the city of Bauru, state of São Paulo. The results pointed out the teachers' perception regarding a lack of initial training in relation to the work in Early Childhood Education, as well as the need to search for continuing education courses. The discussion around the topic of generalist teachers and expert teachers indicates that this is still much discussed topic, where there is much controversy among teachers and scholars about how best to work. It is concluded that continuing education for physical education teachers who work in early childhood education is of great importance, as well as reflecting on a better way of working interdisciplinarity within the school environment. We conclude that, for these teachers, the undergraduate degree in physical education, undergraduate degree, still does not contemplate the necessary knowledge to perform in Early Childhood Education, which is reflected in the difficulties of acting, making the need for teachers to pursue continuing education courses and spaces of discussion. When resuming the discussion around the teacher specialist x teacher generalist, as reported by the teachers, there is still a great distance between these teachers, which may end up in the segmented learning of the students.