Di?logos sobre a educa??o f?sica na educa??o de jovens e adultos numa perspectiva freireana

• Ano de defesa: 2013
• Autor(a) principal: Pereira, Ricardo Reuter
• Orientador(a): Santos, Bettina Steren dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o
• Departamento: Faculdade de Educa?
• País: BR
• Palavras-chave em Português: EDUCA??O; EDUCA??O DE ADULTOS; EDUCA??O F?SICA - ENSINO; PROFESSORES - FORMA??O PROFISSIONAL
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/3749

This thesis has its focus on Physical Education in Youth and Adult Education (Educa??o de Jovens e Adultos EJA), based on a field research with teachers from municipal schools of S?o Leopoldo, Rio Grande do Sul. According to LDB n? 9.394/96, physical education is a subject appurtenant to basic education. However, in Youth and Adult Education there several possibilities of exemption. Yet, physical education is offered as curriculum in schools from S?o Leopoldo. Understanding that this subject, along with the others, may contribute to the formal education process, we pursue its comprehension from the following research problem: how teachers conceive and perform their pedagogical practice grounded in their knowledge and understanding about educational needs of their students in the Youth and Adult Education?We seek in the theoretical basis some approaches to Youth and Adult Education, Contributions from Paulo Freire, physical education and School and Teacher's Instruction and Knowledge. The research design was a discussion group. There were four meetings with the teachers, where have been discussed topics related to our goals. As a complementary tool we use observation in loco along with a field diary and document analysis, as well as interviews with the EJA coordinator from S?o Leopoldo and with physical education teachers who are supervisors in schools. From our analysis, we set three categories: being EJA teacher ; becoming a teacher; physical education: understandings and collective works . This research allowed us to understand that teaching in EJA is a challenge related to a incipient formation and to the need of comprehend who is our student. Some teachers propose ideas that rise possibilities to a teaching practice that answer the students' needs. We understood that dialogue in the pedagogical practice of some physical education teachers in EJA was fundamental to the success of their classes