O curso de bacharelado em Educação Física da Ufes e sua relação com o conceito de formação pedagógica

• Ano de defesa: 2025
• Autor(a) principal: Guedes, Alvimar Jorge
• Orientador(a): Figueiredo, Zenólia Christina Campos
• Banca de defesa: Almeida, Ueberson Ribeiro , Silva, Bruno Vasconcellos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Mestrado em Educação Física
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Física
• Departamento: Centro de Educação Física e Desportos
• País: BR
• Palavras-chave em Português: Formação pedagógica; Currículo; Bacharelado em Educação Física; Pedagogical formation; Curriculum; Bachelor`s Degree in Physical Education
• Área do conhecimento CNPq: Educação Física
• Link de acesso: http://repositorio.ufes.br/handle/10/20432

Our research seeks to understand how the teaching staff of the Bachelor's degree in Physical Education at the Federal University of Espírito Santo (UFES) understands pedagogical formation and how it is materialized in the daily classroom. We chose a qualitative approach due to its subjective nature, its exploratory bias and the spontaneity that this type of approach gives to the research. In addition, the possibilities of developing concepts based on facts, ideas or opinions associated with the research problem and the interpretative understanding make the qualitative method the most appropriate way to empirically capture the object resulting from our work. We also used semi-structured interviews as a data collection instrument, because we understood that, with the establishment of a dialogical relationship between the interviewer and the interviewee, the questions would give rise to new conjectures arising based on the responses of the research colaborators, a total of ten, six male and four female teaches. Regarding the justification, we realized that there is a need to understand the Bachelor's Degree as a proposal for differentiated training that meets the discussion and debate about what is proposed as a curriculum and what is called Pedagogical Training in training. In our final considerations, we would like to point out that there is a diverse understanding of the topic. On the hand, pedagogical formation is seen of a set of tools that teachers use to enhance their teaching practices. On the other hand, we find teachers who give the subject on epistemological bias when, supported by the bibliography of the area and the Human Sciences, they create the possibility of leading students to a moment of reflection that enables debate and discussion with a view to building a critical view of the course and its representation in the social context. The fact is that pedagogical training runs through the disciplines and is sometimes materialized in a limited and reduced way, but also as a dynamic, active and enhancing tool for critical debate as a training and educational instrument, so that it not treated as a simple complement or something secondary, but as a tool capable of breaking with the idea that teaching is just transmitting technique or content.