Docência universitária: repensando a prática do professor de educação física
Ano de defesa: | 2008 |
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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: |
Universidade Federal de Uberlândia
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação
|
Departamento: |
Ciências Humanas
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufu.br/handle/123456789/13766 |
Resumo: | This research has as object of study the university teaching, mainly in the courses of Licentiate ship in Physical Education arising two central problems: 1. How is the pedagogic Physical Education teacher practice happening? 2. How is Physical Education teacher performing in the course of Licentiateship in Physical Education with elements of the teachers knowledge, the demands of work in the Superior Teaching and with the current universitary pedagogical concepts. Starting from these problems, this work aims at discussing the pedagogic Physical Education university teacher practice seeking to understand how this teacher performs with elements of the teachers knowledge, the demands of work in the Superior Teaching and with the current universitary pedagogical concepts. In relation to the general theoretical approach of the university teaching some authors are highlighted: Cunha (2006); Malusá (2005); Morosini (2001); Pachane (2004); Pimenta (2005), among others and specifically in Physical Education: Caparróz (2007); Lacerda (2007); Souza Neto (2007); Taffarel (2004). This dissertation comprises four chapters. The first University Teaching the making of teacher identity in the Superior Teaching, has specific goals: to present some considerations about University and to discuss the formation and performing university teacher, tying teachers knowledge to the demand of work in the universitary teaching and the current pedagogical conceptions. The second chapter, the Physical Education teacher in the university teaching: challenges and dilemmas , discusses about the path followed by the Physical Education course and discusses the formation of the Physical Education professional, joining universitary pedagogical conceptions. The third chapter The Methodological Paths presents the locus of the research, the subjects, propose a quanti-qualitative approach as methodology and as tool, the Inventário Adaptado Proal. The fourth chapter presents the statistic tabulated data analysed and interpreted from the confrontation with the theoretical approach verifying the existence or not of the correlation statistically significant between the independent and the questionnaire items. Its is presented in the field research the results of the participation of 25 teachers graduated in Physical Education and mainly in the course of Licentiate ship in Physical Education. The place of the research was in a SIE located in the Central-West region in the city of Goiânia/Goiás. A semi-structured questionnaire with 23 questions validated as Inventário Adaptado Proal, in the quanti-qualitative analyse perspective. As a result, it was verified in the data that the teachers always articulate the teachers knowledge with their practice which represents a knowledge valorization in the formation of teachers. It was observed that the universitary teachers when questioned about how they articulated their teaching practice with the demands of productivity in graduation and post-graduation field, the majority never or almost never articulate this situation. The majority of data also presents that the teachers always and almost always, that the teachers show to their students other points of view about the studied theme. Another aspect is that the majority of the teachers always updates the theoretical approach which points that the teacher is pedagogically prepared to be teachers. |
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2016-06-22T18:36:06Z2009-02-272016-06-22T18:36:06Z2008-10-29SILVA, Sarah Maria Freitas Machado. Docência universitária: repensando a prática do professor de educação física. 2008. 215 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2008.https://repositorio.ufu.br/handle/123456789/13766This research has as object of study the university teaching, mainly in the courses of Licentiate ship in Physical Education arising two central problems: 1. How is the pedagogic Physical Education teacher practice happening? 2. How is Physical Education teacher performing in the course of Licentiateship in Physical Education with elements of the teachers knowledge, the demands of work in the Superior Teaching and with the current universitary pedagogical concepts. Starting from these problems, this work aims at discussing the pedagogic Physical Education university teacher practice seeking to understand how this teacher performs with elements of the teachers knowledge, the demands of work in the Superior Teaching and with the current universitary pedagogical concepts. In relation to the general theoretical approach of the university teaching some authors are highlighted: Cunha (2006); Malusá (2005); Morosini (2001); Pachane (2004); Pimenta (2005), among others and specifically in Physical Education: Caparróz (2007); Lacerda (2007); Souza Neto (2007); Taffarel (2004). This dissertation comprises four chapters. The first University Teaching the making of teacher identity in the Superior Teaching, has specific goals: to present some considerations about University and to discuss the formation and performing university teacher, tying teachers knowledge to the demand of work in the universitary teaching and the current pedagogical conceptions. The second chapter, the Physical Education teacher in the university teaching: challenges and dilemmas , discusses about the path followed by the Physical Education course and discusses the formation of the Physical Education professional, joining universitary pedagogical conceptions. The third chapter The Methodological Paths presents the locus of the research, the subjects, propose a quanti-qualitative approach as methodology and as tool, the Inventário Adaptado Proal. The fourth chapter presents the statistic tabulated data analysed and interpreted from the confrontation with the theoretical approach verifying the existence or not of the correlation statistically significant between the independent and the questionnaire items. Its is presented in the field research the results of the participation of 25 teachers graduated in Physical Education and mainly in the course of Licentiate ship in Physical Education. The place of the research was in a SIE located in the Central-West region in the city of Goiânia/Goiás. A semi-structured questionnaire with 23 questions validated as Inventário Adaptado Proal, in the quanti-qualitative analyse perspective. As a result, it was verified in the data that the teachers always articulate the teachers knowledge with their practice which represents a knowledge valorization in the formation of teachers. It was observed that the universitary teachers when questioned about how they articulated their teaching practice with the demands of productivity in graduation and post-graduation field, the majority never or almost never articulate this situation. The majority of data also presents that the teachers always and almost always, that the teachers show to their students other points of view about the studied theme. Another aspect is that the majority of the teachers always updates the theoretical approach which points that the teacher is pedagogically prepared to be teachers.Esta pesquisa tem como objeto de estudo a docência universitária, especialmente nos cursos de licenciatura em Educação Física, trazendo como problemas centrais: 1. Como está ocorrendo a prática pedagógica do docente universitário no curso de licenciatura em Educação Física? 2. Como esse docente de Educação Física, no curso de licenciatura em Educação Física, está atuando com os elementos dos saberes docentes, as exigências do trabalho no ensino superior e com as concepções pedagógicas universitárias existentes? A partir então destes problemas, objetiva-se discutir a prática pedagógica do docente universitário no curso de licenciatura em Educação Física, buscando compreender como esse professor atua com os elementos dos saberes docentes, as exigências de trabalho para a prática docente no Ensino Superior e com as concepções pedagógicas universitárias existentes. Em relação ao aporte teórico geral da docência universitária, destacam-se os autores: Cunha (2006), Malusá (2005), Morosini (2001), Pachane (2004), Pimenta (2005), entre outros; e especificamente na Educação Física, destaque para Caparróz (2007), Lacerda (2007), Souza Neto (2007), Taffarel (2004). Para tanto, o presente trabalho estrutura-se em quatro capítulos. O primeiro, Docência Universitária a construção da identidade do professor no ensino superior , propõe como objetivos específicos: apresentar algumas considerações sobre a Universidade e discutir a formação e atuação do docente universitário, atrelando aos saberes docentes as exigências do trabalho na docência universitária e as concepções pedagógicas universitárias existentes. O segundo capítulo, O professor de Educação Física no contexto da docência universitária: desafios e dilemas , discute os caminhos percorridos pelo curso de Educação Física e discute ainda a formação do profissional de Educação Física, aliando as concepções pedagógicas universitárias. O terceiro capítulo, Os caminhos metodológicos , apresenta o local da pesquisa, pautou-se em uma IES situado na região Centro-Oeste, especificamente na cidade de Goiânia/GO, os sujeitos, apresentam-se resultados da participação de 25 docentes formados em Educação Física e atuantes no curso de Licenciatura em Educação Física, propõe-se a abordagem quanti-qualitantiva como metodologia e como instrumento, o Inventário Adaptado Proal. Já o quarto capítulo apresenta os dados estatísticos, tabulados, analisados e interpretados, a partir da confrontação com o aporte teórico, verificando a existência ou não de correlações estatisticamente significantes entre as variáveis independentes e os itens do questionário. Portanto verifica-se, nos dados, que os docentes sempre articulam os saberes docentes à sua prática pedagógica e isto representa uma valorização dos saberes na formação de professores. Observa-se que os docentes na sua prática no ensino com as exigências de produtividade no campo da graduação e pós-graduação, na maioria, quase nunca ou nunca conseguem articular esta situação. Destaca-se, também, que os dados apresentam, na maioria quase sempre, que os docentes levam seus discentes a conhecer outros olhares sobre o tema estudado. Outro aspecto é que a maioria dos docentes sempre atualiza seus referenciais teóricos e isto demonstra que o docente está preparado pedagogicamente para atuar no magistério.Mestre em Educaçãoapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em EducaçãoUFUBRCiências HumanasDocência universitáriaEducação FísicaSaberes docentesConcepções pedagógicasProfessores universitáriosProfessores de educação física - FormaçãoUniversity teachingPhysical educationTeacher s knowledgePedagogical conceptsCNPQ::CIENCIAS HUMANAS::EDUCACAODocência universitária: repensando a prática do professor de educação físicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMalusá, Silvanahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705157Y0Rodrigues, Marilúcia de Menezeshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767523J6Baraúna, Mário Antoniohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781606H6Cheik, Nádia Carlahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4766082H6http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4228796Z6Silva, Sarah Maria Freitas Machadoinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILSarah.pdf.jpgSarah.pdf.jpgGenerated Thumbnailimage/jpeg1267https://repositorio.ufu.br/bitstream/123456789/13766/3/Sarah.pdf.jpgb19152655e2ec8b7866d7d8b2f54c6d2MD53ORIGINALSarah.pdfapplication/pdf2407141https://repositorio.ufu.br/bitstream/123456789/13766/1/Sarah.pdff4e77832a0150d401fb37f2592724481MD51TEXTSarah.pdf.txtSarah.pdf.txtExtracted texttext/plain447779https://repositorio.ufu.br/bitstream/123456789/13766/2/Sarah.pdf.txtc76cbf56714e660ac777faef0641abb6MD52123456789/137662016-06-23 03:37:30.862oai:repositorio.ufu.br:123456789/13766Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2016-06-23T06:37:30Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
Docência universitária: repensando a prática do professor de educação física |
title |
Docência universitária: repensando a prática do professor de educação física |
spellingShingle |
Docência universitária: repensando a prática do professor de educação física Silva, Sarah Maria Freitas Machado Docência universitária Educação Física Saberes docentes Concepções pedagógicas Professores universitários Professores de educação física - Formação University teaching Physical education Teacher s knowledge Pedagogical concepts CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Docência universitária: repensando a prática do professor de educação física |
title_full |
Docência universitária: repensando a prática do professor de educação física |
title_fullStr |
Docência universitária: repensando a prática do professor de educação física |
title_full_unstemmed |
Docência universitária: repensando a prática do professor de educação física |
title_sort |
Docência universitária: repensando a prática do professor de educação física |
author |
Silva, Sarah Maria Freitas Machado |
author_facet |
Silva, Sarah Maria Freitas Machado |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Malusá, Silvana |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705157Y0 |
dc.contributor.referee1.fl_str_mv |
Rodrigues, Marilúcia de Menezes |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4767523J6 |
dc.contributor.referee2.fl_str_mv |
Baraúna, Mário Antonio |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781606H6 |
dc.contributor.referee3.fl_str_mv |
Cheik, Nádia Carla |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4766082H6 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4228796Z6 |
dc.contributor.author.fl_str_mv |
Silva, Sarah Maria Freitas Machado |
contributor_str_mv |
Malusá, Silvana Rodrigues, Marilúcia de Menezes Baraúna, Mário Antonio Cheik, Nádia Carla |
dc.subject.por.fl_str_mv |
Docência universitária Educação Física Saberes docentes Concepções pedagógicas Professores universitários Professores de educação física - Formação |
topic |
Docência universitária Educação Física Saberes docentes Concepções pedagógicas Professores universitários Professores de educação física - Formação University teaching Physical education Teacher s knowledge Pedagogical concepts CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
University teaching Physical education Teacher s knowledge Pedagogical concepts |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research has as object of study the university teaching, mainly in the courses of Licentiate ship in Physical Education arising two central problems: 1. How is the pedagogic Physical Education teacher practice happening? 2. How is Physical Education teacher performing in the course of Licentiateship in Physical Education with elements of the teachers knowledge, the demands of work in the Superior Teaching and with the current universitary pedagogical concepts. Starting from these problems, this work aims at discussing the pedagogic Physical Education university teacher practice seeking to understand how this teacher performs with elements of the teachers knowledge, the demands of work in the Superior Teaching and with the current universitary pedagogical concepts. In relation to the general theoretical approach of the university teaching some authors are highlighted: Cunha (2006); Malusá (2005); Morosini (2001); Pachane (2004); Pimenta (2005), among others and specifically in Physical Education: Caparróz (2007); Lacerda (2007); Souza Neto (2007); Taffarel (2004). This dissertation comprises four chapters. The first University Teaching the making of teacher identity in the Superior Teaching, has specific goals: to present some considerations about University and to discuss the formation and performing university teacher, tying teachers knowledge to the demand of work in the universitary teaching and the current pedagogical conceptions. The second chapter, the Physical Education teacher in the university teaching: challenges and dilemmas , discusses about the path followed by the Physical Education course and discusses the formation of the Physical Education professional, joining universitary pedagogical conceptions. The third chapter The Methodological Paths presents the locus of the research, the subjects, propose a quanti-qualitative approach as methodology and as tool, the Inventário Adaptado Proal. The fourth chapter presents the statistic tabulated data analysed and interpreted from the confrontation with the theoretical approach verifying the existence or not of the correlation statistically significant between the independent and the questionnaire items. Its is presented in the field research the results of the participation of 25 teachers graduated in Physical Education and mainly in the course of Licentiate ship in Physical Education. The place of the research was in a SIE located in the Central-West region in the city of Goiânia/Goiás. A semi-structured questionnaire with 23 questions validated as Inventário Adaptado Proal, in the quanti-qualitative analyse perspective. As a result, it was verified in the data that the teachers always articulate the teachers knowledge with their practice which represents a knowledge valorization in the formation of teachers. It was observed that the universitary teachers when questioned about how they articulated their teaching practice with the demands of productivity in graduation and post-graduation field, the majority never or almost never articulate this situation. The majority of data also presents that the teachers always and almost always, that the teachers show to their students other points of view about the studied theme. Another aspect is that the majority of the teachers always updates the theoretical approach which points that the teacher is pedagogically prepared to be teachers. |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-10-29 |
dc.date.available.fl_str_mv |
2009-02-27 2016-06-22T18:36:06Z |
dc.date.accessioned.fl_str_mv |
2016-06-22T18:36:06Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Sarah Maria Freitas Machado. Docência universitária: repensando a prática do professor de educação física. 2008. 215 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2008. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/13766 |
identifier_str_mv |
SILVA, Sarah Maria Freitas Machado. Docência universitária: repensando a prática do professor de educação física. 2008. 215 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2008. |
url |
https://repositorio.ufu.br/handle/123456789/13766 |
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Universidade Federal de Uberlândia |
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Programa de Pós-graduação em Educação |
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UFU |
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BR |
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Ciências Humanas |
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Universidade Federal de Uberlândia |
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