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Previous issue date: 2010-06-18 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior === The present study aimed to investigate the overview of teachers in continuing
education program who work in kindergarten, about the continuing education
developed by the Paideia/UFRN through the Course of Specialization in Art Teaching
and Physical Education in Childhood, having as key focus, the knowing / doing
related to physical education in Childhood. From this general goal, it was elected
some specific objectives as: to know the interests and expectations that motivated
the teachers to participate of that referred training; the evaluation by teachers on
regard of the continuing education proposed: boosters factors for possible changes in
teaching activities regarding the practice of teaching physical education in
kindergarten. The methodology took the principles and techniques of qualitative
research strategy and the characteristics of descriptive and interpretive strategy. The
locus of this research was the Course of Specialization in Art Education and Physical
Education in childhood, having as the citizens of this research twenty three teachers
taking that specialization course. For building and systematization of the data, we
used the following tools and procedures: a questionnaire, a semi structured interview
and documents analysis. The data was constructed based on the technique of
content analysis, focusing the reflections and speech of the teachers about the
creation of new meanings and senses for the knowing / doing in Physical
Education. It was found, among other results, the need and quest for improvement of
teacher education, in order to improve educational practice. It was also evident that
the situations of dialogues (interactions with peers, with their professors and other
professionals in the related area or not) were mentioned by most teachers in the
course as a relevant moment of redefinition of knowledge. In relation to Physical
Education, it was found that participation in the course of specialization provided the
recognition of teaching practice of physical education as part of the curriculum and
the importance of inclusion of its specificities in their educational planning. From
these elaborations, we come to the conclusion that knowing the perspectives of the
teachers about continuing education can contribute to the theoretical and
methodological discussions in teachers education and the creation of new actions -
projects and programs of continuing education constructing increasingly ways
towards a successful teacher formation, able to provide new forms of acting in the
educational context === O presente trabalho teve por objetivo investigar a perspectiva de professores/as
cursistas que atuam na Educa??o Infantil acerca da forma??o continuada
desenvolvida pelo Paid?ia/UFRN, atrav?s do Curso de Especializa??o em Ensino de
Arte e Educa??o F?sica na Inf?ncia, tendo, como foco essencial, os saberes
relacionados ? Educa??o F?sica. A partir desse objetivo geral, elegeu-se como
objetivos espec?ficos, conhecer: interesses e expectativas que motivaram os/as
professores/as a participar da referida forma??o; a avalia??o dos/as professores/as
em face da forma??o continuada proposta; fatores impulsionadores de poss?veis
mudan?as da atividade docente quanto ? pr?tica pedag?gica de Educa??o F?sica na
educa??o infantil. A metodologia assumiu princ?pios e t?cnicas da abordagem
qualitativa e as caracter?sticas da estrat?gia descritivo-interpretativa. Definiu, como
l?cus da investiga??o, o Curso de Especializa??o em Ensino de Arte e Educa??o
F?sica na Inf?ncia, tendo como sujeitos vinte e tr?s professoras cursistas. Para a
constru??o/sistematiza??o dos dados, foram utilizados os seguintes instrumentos e
procedimentos: question?rio, entrevista semiestruturada e an?lise documental. Os
dados constru?dos, baseados na t?cnica de An?lise de Conte?do, privilegiaram as
reflex?es e as falas sobre a cria??o de novos significados e sentidos para os
saberes/fazeres da Educa??o F?sica. Constatou-se, dentre outros resultados, a
necessidade e a busca pela melhoria da forma??o docente, visando ao
aprimoramento da pr?tica educativa. Evidenciou-se, tamb?m, que as situa??es de
interlocu??es (em intera??es com os pares, com os professores/as formadores/as,
outros/as profissionais da ?rea ou/e ?reas afins, entre outras) foram indicadas pela
maioria das professoras cursistas como momentos relevantes para a ressignifica??o
dos saberes. Em rela??o ? Educa??o F?sica, verificou-se que a participa??o no
curso investigado proporcionou o reconhecimento dessa pr?tica pedag?gica como
componente curricular e da import?ncia da inclus?o das suas especificidades no
planejamento pedag?gico. Dessas elabora??es, chega-se a conclus?o de que
conhecer as perspectivas dos/as professores/as sobre forma??o continuada poder?
contribuir para o debate te?rico-metodol?gico no campo da forma??o docente e para
a cria??o de novas a??es projetos e programas de forma??o continuada -,
favorecendo a constru??o de caminhos cada vez mais exitosos em prol de uma
forma??o docente, capaz de propiciar novas formas de atua??o no contexto
educativo
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