Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo
Ano de defesa: | 2011 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/10303 |
Resumo: | This research aims to analyze the processes that Physical Education teachers use in order to integrate their knowledges and act autonomously considering the Curricular Proposal of the state of São Paulo for the Physical Education subject. We aim to focus on the autonomy of the subject teachers from the perspectives of the study of the epistemology of the teaching practice and professional identity. The choice of the teacher s autonomy theme has emerged from the observation of the impact of the Curricular Proposal of the state of São Paulo, in 2008, on the school routine and the difficulties faced by the teachers concerning the learning situations elucidated in the proposal, as well as the strategies to be used. The research is oriented by the hypothesis that the teachers autonomy is connected to a continuous reconstruction of their professional identity and the processes they use in order to integrate their knowledges to the requirements of the curricular proposal. We adopt as theoretical reference the studies of Dubar, Contreras and Tardif in order to conceptualize and contextualize autonomy, identity and the teachers professional knowledges, as a fundamental part of the teachers formation, development and performance process. To collect the data a previous study was accomplished in order to define the research subjects: 06 physical education teachers and 03 pedagogic coordinators from 03 different state public primary schools in Itapevi-SP who answered semi-structured interviews, previously tested. Besides the interviews, the research included documental analysis of the curricular proposal. The data obtained were presented in synthesis tables and analyzed concerning the concepts of teachers formation, autonomy, identity and professional knowledges. The results allow us to affirm that: the proposal restricts the Physical Education teachers autonomy concerning the elaboration and planning of their lessons, however, at the same time, it has promoted movements towards new knowledges about the taught subject. The situation of the imposition and requirements of the proposal in which the teachers affirm they are exposed to has resulted in processes of adaptation of the proposal and changes in the pedagogic practice. The autonomy the teachers reveal concerning the proposal depends, on the one hand, on their personal path and professional formation and, on the other hand, on the objective conditions of the pedagogic practice, which are linked to their professional identity. The teachers joined the proposal as a consequence of the valorization of the Physical Education by the different subjects of the school community, after its implementation. The teachers pedagogic practices were, in an extent, changed by the proposal, because they re considered necessary to the proposition of new principles to their work, but kept marked by traditional conceptions of the Physical Education and the preference for the field of sports training, which still remains with the requirements of the new proposal, influencing their teaching practice |
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Giovanni, Luciana Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4506345J9Freitas, Tatiana Pereira de2016-04-27T16:32:28Z2011-04-142011-03-29Freitas, Tatiana Pereira de. Autonomy and professional identity of physical education teachers considering the curricular proposal of the State of São Paulo. 2011. 186 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/10303This research aims to analyze the processes that Physical Education teachers use in order to integrate their knowledges and act autonomously considering the Curricular Proposal of the state of São Paulo for the Physical Education subject. We aim to focus on the autonomy of the subject teachers from the perspectives of the study of the epistemology of the teaching practice and professional identity. The choice of the teacher s autonomy theme has emerged from the observation of the impact of the Curricular Proposal of the state of São Paulo, in 2008, on the school routine and the difficulties faced by the teachers concerning the learning situations elucidated in the proposal, as well as the strategies to be used. The research is oriented by the hypothesis that the teachers autonomy is connected to a continuous reconstruction of their professional identity and the processes they use in order to integrate their knowledges to the requirements of the curricular proposal. We adopt as theoretical reference the studies of Dubar, Contreras and Tardif in order to conceptualize and contextualize autonomy, identity and the teachers professional knowledges, as a fundamental part of the teachers formation, development and performance process. To collect the data a previous study was accomplished in order to define the research subjects: 06 physical education teachers and 03 pedagogic coordinators from 03 different state public primary schools in Itapevi-SP who answered semi-structured interviews, previously tested. Besides the interviews, the research included documental analysis of the curricular proposal. The data obtained were presented in synthesis tables and analyzed concerning the concepts of teachers formation, autonomy, identity and professional knowledges. The results allow us to affirm that: the proposal restricts the Physical Education teachers autonomy concerning the elaboration and planning of their lessons, however, at the same time, it has promoted movements towards new knowledges about the taught subject. The situation of the imposition and requirements of the proposal in which the teachers affirm they are exposed to has resulted in processes of adaptation of the proposal and changes in the pedagogic practice. The autonomy the teachers reveal concerning the proposal depends, on the one hand, on their personal path and professional formation and, on the other hand, on the objective conditions of the pedagogic practice, which are linked to their professional identity. The teachers joined the proposal as a consequence of the valorization of the Physical Education by the different subjects of the school community, after its implementation. The teachers pedagogic practices were, in an extent, changed by the proposal, because they re considered necessary to the proposition of new principles to their work, but kept marked by traditional conceptions of the Physical Education and the preference for the field of sports training, which still remains with the requirements of the new proposal, influencing their teaching practiceEsta pesquisa tem como objetivo analisar os mecanismos que professores de Educação Física utilizam para integrar seus saberes e atuar com autonomia diante da Proposta Curricular para a Educação Física do Estado de São Paulo. Trata-se de focalizar a autonomia dos professores pesquisados a partir das perspectivas de estudo da epistemologia da prática docente e identidade profissional. A escolha do tema autonomia do professor surge da observação do impacto da Proposta Curricular do Estado de São Paulo, de 2008, no cotidiano escolar e das dificuldades encontradas pelos professores em relação às situações de aprendizagem explanadas na proposta, assim como em relação às estratégias a serem utilizadas. Norteia a pesquisa a hipótese de que a autonomia dos professores está ligada a uma contínua reconstrução de sua identidade profissional e dos mecanismos que utiliza para integrar seus saberes às demandas provenientes da proposta curricular. A pesquisa adota como referencial teórico os estudos de Dubar, Contreras e Tardif para conceituar e contextualizar autonomia, identidade e saberes profissionais docentes, como parte integrante do processo de formação, desenvolvimento e desempenho profissional dos professores. Para a coleta dos dados realizou-se um estudo preliminar para definição dos sujeitos de pesquisa. A pesquisa foi realizada com 06 professores de Educação Física e 03 coordenadores pedagógicos de 03 diferentes escolas públicas estaduais de ensino fundamental II do município de Itapevi-SP, com os quais foram realizadas entrevistas semi-estruturadas, com auxílio de Roteiro construído e testado com essa finalidade específica. Além disso, a pesquisa incluiu também análise documental da Proposta Curricular. Os dados obtidos são apresentados em Quadros-síntese e analisados com o auxílio dos conceitos de formação, autonomia, identidade e saberes profissionais docentes. Os resultados permitem afirmar que: a proposta limita a autonomia dos professores de Educação Física no que se refere à elaboração e planejamento de suas aulas, mas, ao mesmo tempo, tem desencadeado movimentos de busca de novos conhecimentos sobre a disciplina. A situação de imposição e de cobranças a que os professores afirmam estar sujeitos em relação à proposta tem resultado em mecanismos de adaptações da proposta e mudanças na prática pedagógica A autonomia que os professores manifestam diante da proposta depende, de um lado, de seu percurso pessoal e formação profissional e, de outro, das condições objetivas de exercício da prática pedagógica, aos quais está ligada sua identidade profissional. Os professores aderiram à proposta em decorrência da valorização da Educação Física pelos diferentes atores da comunidade escolar, após sua implantação. As práticas pedagógicas dos professores foram, em parte, transformadas pela proposta, pois também a consideram necessária para a proposição de novos princípios para o seu trabalho, mas continuam marcadas por concepções tradicionais da Educação Física e preferência pela área de treinamento esportivo, que ainda permanecem, ao lado das exigências da nova proposta, influenciando sua prática docenteCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22774/Tatiana%20Pereira%20de%20Freitas.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoAutonomia profissional de professores de educação físicaIdentidade profissional docenteProposta Curricular de Educação Física do Estado de São PauloEnsino fundamental IIEnsino médioProfessional autonomy of physical education teachersTeachers professional identityCurricular Proposal of the State of São Paulo for the physical education subjectPrimary schoolHigh schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOAutonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São PauloAutonomy and professional identity of physical education teachers considering the curricular proposal of the State of São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTTatiana Pereira de Freitas.pdf.txtTatiana Pereira de Freitas.pdf.txtExtracted texttext/plain529994https://repositorio.pucsp.br/xmlui/bitstream/handle/10303/3/Tatiana%20Pereira%20de%20Freitas.pdf.txt26bf712b685602cff244420328fcc607MD53ORIGINALTatiana Pereira de Freitas.pdfapplication/pdf1094385https://repositorio.pucsp.br/xmlui/bitstream/handle/10303/1/Tatiana%20Pereira%20de%20Freitas.pdf01cdb835a03e52a037cc319c5270f482MD51THUMBNAILTatiana Pereira de Freitas.pdf.jpgTatiana Pereira de Freitas.pdf.jpgGenerated Thumbnailimage/jpeg3254https://repositorio.pucsp.br/xmlui/bitstream/handle/10303/2/Tatiana%20Pereira%20de%20Freitas.pdf.jpg6b4430c132e3fc1b60fd99186d433c71MD52handle/103032022-06-13 13:00:04.101oai:repositorio.pucsp.br:handle/10303Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-13T16:00:04Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo |
dc.title.alternative.eng.fl_str_mv |
Autonomy and professional identity of physical education teachers considering the curricular proposal of the State of São Paulo |
title |
Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo |
spellingShingle |
Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo Freitas, Tatiana Pereira de Autonomia profissional de professores de educação física Identidade profissional docente Proposta Curricular de Educação Física do Estado de São Paulo Ensino fundamental II Ensino médio Professional autonomy of physical education teachers Teachers professional identity Curricular Proposal of the State of São Paulo for the physical education subject Primary school High school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo |
title_full |
Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo |
title_fullStr |
Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo |
title_full_unstemmed |
Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo |
title_sort |
Autonomia e identidade profissional de professores de educação física diante da Proposta Curricular do Estado de São Paulo |
author |
Freitas, Tatiana Pereira de |
author_facet |
Freitas, Tatiana Pereira de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giovanni, Luciana Maria |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4506345J9 |
dc.contributor.author.fl_str_mv |
Freitas, Tatiana Pereira de |
contributor_str_mv |
Giovanni, Luciana Maria |
dc.subject.por.fl_str_mv |
Autonomia profissional de professores de educação física Identidade profissional docente Proposta Curricular de Educação Física do Estado de São Paulo Ensino fundamental II Ensino médio |
topic |
Autonomia profissional de professores de educação física Identidade profissional docente Proposta Curricular de Educação Física do Estado de São Paulo Ensino fundamental II Ensino médio Professional autonomy of physical education teachers Teachers professional identity Curricular Proposal of the State of São Paulo for the physical education subject Primary school High school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Professional autonomy of physical education teachers Teachers professional identity Curricular Proposal of the State of São Paulo for the physical education subject Primary school High school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to analyze the processes that Physical Education teachers use in order to integrate their knowledges and act autonomously considering the Curricular Proposal of the state of São Paulo for the Physical Education subject. We aim to focus on the autonomy of the subject teachers from the perspectives of the study of the epistemology of the teaching practice and professional identity. The choice of the teacher s autonomy theme has emerged from the observation of the impact of the Curricular Proposal of the state of São Paulo, in 2008, on the school routine and the difficulties faced by the teachers concerning the learning situations elucidated in the proposal, as well as the strategies to be used. The research is oriented by the hypothesis that the teachers autonomy is connected to a continuous reconstruction of their professional identity and the processes they use in order to integrate their knowledges to the requirements of the curricular proposal. We adopt as theoretical reference the studies of Dubar, Contreras and Tardif in order to conceptualize and contextualize autonomy, identity and the teachers professional knowledges, as a fundamental part of the teachers formation, development and performance process. To collect the data a previous study was accomplished in order to define the research subjects: 06 physical education teachers and 03 pedagogic coordinators from 03 different state public primary schools in Itapevi-SP who answered semi-structured interviews, previously tested. Besides the interviews, the research included documental analysis of the curricular proposal. The data obtained were presented in synthesis tables and analyzed concerning the concepts of teachers formation, autonomy, identity and professional knowledges. The results allow us to affirm that: the proposal restricts the Physical Education teachers autonomy concerning the elaboration and planning of their lessons, however, at the same time, it has promoted movements towards new knowledges about the taught subject. The situation of the imposition and requirements of the proposal in which the teachers affirm they are exposed to has resulted in processes of adaptation of the proposal and changes in the pedagogic practice. The autonomy the teachers reveal concerning the proposal depends, on the one hand, on their personal path and professional formation and, on the other hand, on the objective conditions of the pedagogic practice, which are linked to their professional identity. The teachers joined the proposal as a consequence of the valorization of the Physical Education by the different subjects of the school community, after its implementation. The teachers pedagogic practices were, in an extent, changed by the proposal, because they re considered necessary to the proposition of new principles to their work, but kept marked by traditional conceptions of the Physical Education and the preference for the field of sports training, which still remains with the requirements of the new proposal, influencing their teaching practice |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-04-14 |
dc.date.issued.fl_str_mv |
2011-03-29 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:32:28Z |
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 |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Freitas, Tatiana Pereira de. Autonomy and professional identity of physical education teachers considering the curricular proposal of the State of São Paulo. 2011. 186 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10303 |
identifier_str_mv |
Freitas, Tatiana Pereira de. Autonomy and professional identity of physical education teachers considering the curricular proposal of the State of São Paulo. 2011. 186 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade |
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PUC-SP |
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BR |
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Educação |
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Pontifícia Universidade Católica de São Paulo |
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