SABERES DOCENTES: A DANÇA NA FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DE EDUCAÇÃO FÍSICA

• Ano de defesa: 2022
• Autor(a) principal: Alves, Camila Honorio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Formação de Professores; Saber da Experiência; Dança; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/16359

The presente study is qualitative and exploratory, involving four graduates in Physical Education, the teacher of the disciplines Theory and Practice of Dance I and II, from the University Center Vale do Cricaré, and the physical education teacher from the Federal Institute of Espírito Santo. The study goes through three stages of realization: interview with the teacher, development of plans for dance classes by the teachers involved and licensees with conversation wheel and closing seminar. The lesson plans were developed from the Theory Fundamentals of Dance and Forró Pé de Serra. It has as problematization: What is the knowledge of the Physical Education teacher related to dance content? In which these knowledge approaches or distances themselves from the knowledge acquired in their formation? How can we enhance the construction of knowledge of experience and skills specific to the Physical Education professional, related to Dance, in the initial and continuing formation of the teacher? It aims to analyze the initial and continued training of Physical Education teachers, involving Basic Education and Higher Education through partnership actions and interinstitutional relations carried out jointly in pedagogical practices at school, within the discipline Physical Education with dance content. At the end of the research, it was possible to identify how the previous experience with dance influences the learning of the discipline in initial training and safety to teach dance classes at school. It was demonstrated how much the partnership between Physical Education and Dance can contribute to a pedagogization of Dance in schools for a playful teaching for any age. The specific knowledge of the dance discipline is better understood and appropriated by future teachers when experienced within the school routine, corroborating research in the area of Education that indicates a need for greater approximation of the university with the school beyond supervised internships and a greater articulation theory and practice. It was also proved the relevance of the experience in the construction of teaching knowledge and the need to publicize this experiential knowledge shared in collaboration, and that for such construction, it is necessary to give the teacher adequate working conditions.