Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS
Ano de defesa: | 2018 |
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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 Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
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País: |
Brasil
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/16349 |
Resumo: | The research reported in this text was developed within the scope of the Study Group, Research and Interventions “Inovação Educacional, Práticas Educativas e Formação de Professores”, hosted at the Center for Studies in Education, Science and Culture of the UFSM Education Center, and had as objective the establishment of a characterization of the teaching performance of teachers of Physical Education of Public Schools of High School. For the development, we elaborated the following research problem: What are the main aspects of the teaching practices of Physical Education developed in Public High Schools situated in Santa Maria/RS? In order to try to answer the elaborated research problem and, consequently, to reach the proposed objective, we elaborated five research questions, namely: (1) What assumptions usually support the teaching practices of Physical Education teachers developed in Public Schools of High School? (2) How do Physical Education teachers usually select contents and organize curricular programs for Physical Education in High School Public Schools? (3) How are the educational activities in the scope of Physical Education in High School Public Schools organized and developed? (4) How are assessments in Physical Education classes usually held in public high schools?, and (5) What actions are usually carried out in Public High Schools in the scope of the teaching work of Physical Education teachers? This research is of a qualitative nature, and the treatment of the information collected was done based on the assumptions and the orientations present in the Grounded Theory. For the process of information collection/construction, we use as sources: (1) in the subject kind, Physical Education teachers; and (2) in the space kind, classes taught by these Physical Education teachers. The instruments used to collect/construct information were: interview, for teachers, and observation for the classes taught by them. For the development of the empirical part of this research, we chose the context of Public High Schools located in the city of Santa Maria, belonging to State Public School Network of Rio Grande do Sul. In the total, we were able to carry out 06 interviews with these teachers and also observed a set of 30 classes taught by 04 of these interviewed teachers. From the analysis of the collected/constructed information, we came to the realization that the teachers: (1) seek to meet their training needs to overcome gaps left by their Bachelor's Degree; (2) usually incorporate elements of the School's Political Pedagogical Project (PPP) to teach the school subject; (3) they usually use some elements of the didactic approaches presented in the specialized literature for the teaching of Physical Education in the school; (4) they usually take the Referencial Curricular system of Rio Grande do Sul as the main guiding document for the selection of contents and organization of curricular programs, followed by indications from their own experiences, as well as the results of dialogues with their professional colleagues; (5) they usually consider the weekly workload usually allocated to Physical Education as adequate and sufficient to develop the programmed content; (6) consider the devaluation of the education professional as a complicating factor for the quality of the discipline's development; (7) consider the joint work among teachers as practically nonexistent in the schools in which they work; (8) they usually plan, for the development of the school physical Education, education contents that revolve around the traditional collective sports (soccer, volleyball, basketball and handball) and that deal with transversal themes suggested by the PPP of their schools and/or by the the Referencial Curricular system of RS; (9) usually use forms of evaluation that contemplate three types of content (conceptual, procedural and attitudinal); (10) are able to verbalize indicators of expected learning to evaluate their students, as even as in the succinct form; (11) usually participate in pedagogical meetings offered by schools; and (12) usually develop and develop extracurricular activities in the schools where they work. To the end, it is possible to affirm that Physical Education teachers mobilize varied teaching knowledge during their teaching performance, as well as the results of this research can contribute to the professionalization of Physical Education teaching. |
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2019-05-02T14:49:43Z2019-05-02T14:49:43Z2018-10-25http://repositorio.ufsm.br/handle/1/16349The research reported in this text was developed within the scope of the Study Group, Research and Interventions “Inovação Educacional, Práticas Educativas e Formação de Professores”, hosted at the Center for Studies in Education, Science and Culture of the UFSM Education Center, and had as objective the establishment of a characterization of the teaching performance of teachers of Physical Education of Public Schools of High School. For the development, we elaborated the following research problem: What are the main aspects of the teaching practices of Physical Education developed in Public High Schools situated in Santa Maria/RS? In order to try to answer the elaborated research problem and, consequently, to reach the proposed objective, we elaborated five research questions, namely: (1) What assumptions usually support the teaching practices of Physical Education teachers developed in Public Schools of High School? (2) How do Physical Education teachers usually select contents and organize curricular programs for Physical Education in High School Public Schools? (3) How are the educational activities in the scope of Physical Education in High School Public Schools organized and developed? (4) How are assessments in Physical Education classes usually held in public high schools?, and (5) What actions are usually carried out in Public High Schools in the scope of the teaching work of Physical Education teachers? This research is of a qualitative nature, and the treatment of the information collected was done based on the assumptions and the orientations present in the Grounded Theory. For the process of information collection/construction, we use as sources: (1) in the subject kind, Physical Education teachers; and (2) in the space kind, classes taught by these Physical Education teachers. The instruments used to collect/construct information were: interview, for teachers, and observation for the classes taught by them. For the development of the empirical part of this research, we chose the context of Public High Schools located in the city of Santa Maria, belonging to State Public School Network of Rio Grande do Sul. In the total, we were able to carry out 06 interviews with these teachers and also observed a set of 30 classes taught by 04 of these interviewed teachers. From the analysis of the collected/constructed information, we came to the realization that the teachers: (1) seek to meet their training needs to overcome gaps left by their Bachelor's Degree; (2) usually incorporate elements of the School's Political Pedagogical Project (PPP) to teach the school subject; (3) they usually use some elements of the didactic approaches presented in the specialized literature for the teaching of Physical Education in the school; (4) they usually take the Referencial Curricular system of Rio Grande do Sul as the main guiding document for the selection of contents and organization of curricular programs, followed by indications from their own experiences, as well as the results of dialogues with their professional colleagues; (5) they usually consider the weekly workload usually allocated to Physical Education as adequate and sufficient to develop the programmed content; (6) consider the devaluation of the education professional as a complicating factor for the quality of the discipline's development; (7) consider the joint work among teachers as practically nonexistent in the schools in which they work; (8) they usually plan, for the development of the school physical Education, education contents that revolve around the traditional collective sports (soccer, volleyball, basketball and handball) and that deal with transversal themes suggested by the PPP of their schools and/or by the the Referencial Curricular system of RS; (9) usually use forms of evaluation that contemplate three types of content (conceptual, procedural and attitudinal); (10) are able to verbalize indicators of expected learning to evaluate their students, as even as in the succinct form; (11) usually participate in pedagogical meetings offered by schools; and (12) usually develop and develop extracurricular activities in the schools where they work. To the end, it is possible to affirm that Physical Education teachers mobilize varied teaching knowledge during their teaching performance, as well as the results of this research can contribute to the professionalization of Physical Education teaching.A pesquisa relatada neste texto foi desenvolvida no âmbito do Grupo de Estudos, Pesquisas e Intervenções “Inovação Educacional, Práticas Educativas e Formação de Professores”, sediado no Núcleo de Estudos em Educação, Ciência e Cultura do Centro de Educação da UFSM, e teve como objetivo o estabelecimento de uma caracterização da atuação docente de professores de Educação Física de Escolas Públicas de Ensino Médio. Para o desenvolvimento, elaboramos o seguinte problema de pesquisa: Que aspectos principais caracterizam as práticas docentes de Educação Física escolar desenvolvidas em Escolas Públicas de Ensino Médio sediadas em Santa Maria/RS? Para tentar responder o problema de pesquisa elaborado e, consequentemente, alcançar o objetivo proposto, elaboramos cinco questões de pesquisa, a saber: (1) Que pressupostos costumam embasar as práticas docentes de professores de Educação Física desenvolvidas em Escolas Públicas de Ensino Médio? (2) Como os professores de Educação Física costumam selecionar conteúdos e organizar programações curriculares para Educação Física escolar em Escolas Públicas de Ensino Médio? (3) Como costumam ser organizadas e desenvolvidas as atividades didáticas no âmbito da Educação Física escolar em Escolas Públicas de Ensino Médio? (4) Como costumam ser realizadas as avaliações nas aulas de Educação Física em Escolas Públicas de Ensino Médio? e (5) Que ações costumam ser desenvolvidas em Escolas Públicas de Ensino Médio, no âmbito do trabalho docente de professores de Educação Física? Esta pesquisa é de natureza qualitativa, sendo que o tratamento das informações coletadas foi feito com base nos pressupostos e nas orientações presentes na Teoria Fundamentada. Para o processo de coleta/construção de informações utilizamos como fontes: (1) na modalidade sujeito, professores de Educação Física; e (2) na modalidade espaço, aulas ministradas por esses professores de Educação Física. Os instrumentos utilizados para coleta/construção de informações foram: entrevista, para os professores, e observação para as aulas por eles ministradas. Para o desenvolvimento da parte empírica desta pesquisa, escolhemos o contexto das Escolas Públicas de Ensino Médio sediadas na cidade de Santa Maria, pertencentes a Rede Escolar Pública Estadual do Rio Grande do Sul. No total, conseguimos realizar 06 entrevistas com tais professores e também observar um conjunto de 30 aulas ministradas por 04 desses professores entrevistados. Do tratamento das informações coletadas/construídas chegamos à constatação de que os professores: (1) buscam atender às suas necessidades formativas para superar lacunas deixadas pelos seus Cursos de Licenciatura; (2) costumam incorporar elementos do Projeto Político Pedagógico (PPP) da escola para o ensino da disciplina; (3) costumam utilizar alguns elementos das abordagens didáticas apresentadas na literatura especializada para o ensino da Educação Física escolar; (4) costumam tomar o Referencial Curricular do Rio Grande do Sul como o principal documento norteador para a seleção de conteúdos e organização de programações curriculares, seguido de indicações oriundas das suas próprias experiências, bem como dos resultados de diálogos com os colegas de profissão; (5) costumam considerar a carga horária semanal usualmente destinada à Educação Física escolar como adequada e suficiente para desenvolver os conteúdos programados; (6) consideram a desvalorização do profissional de educação como um complicador para a qualidade do desenvolvimento da disciplina; (7) consideram o trabalho conjunto entre os professores como praticamente inexistente nas escolas em que atuam; (8) costumam programar, para o desenvolvimento da Educação física escolar, conteúdos que giram em torno dos esportes coletivos tradicionais (futebol, vôlei, basquete e handebol) e que tratam de temas transversais sugeridos pelo PPP de suas escolas e/ou pelo Referencial Curricular do RS; (9) costumam utilizar formas de avaliação que contemplam três tipos de conteúdo (conceitual, procedimental e atitudinal); (10) conseguem verbalizar indicadores de aprendizagens esperados para avaliar seus alunos, mesmo que de forma sucinta; (11) costumam participar de reuniões pedagógicas oferecidas pelas escolas; e (12) costumam elaborar e desenvolver atividades extracurriculares nas escolas em que atuam. Ao final, é possível afirmar que os professores de Educação Física mobilizam variados saberes docentes durante sua atuação docente, bem como os resultados desta pesquisa podem contribuir para a profissionalização do ensino da Educação Física.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtuação docentePráticas de professoresEducação física escolarEscolas públicas de ensino médioSaberes docentesTeaching performanceTeacher practicesPhysical school educationPublic schools of high schoolTeachers knowCNPQ::CIENCIAS HUMANAS::EDUCACAOAtuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RSTeaching of physical education teachers in public school of high school situated in Santa Maria/RSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTerrazzan, Eduardo Adolfohttp://lattes.cnpq.br/0416614425134935Gama, Maria Eliza Rosahttp://lattes.cnpq.br/3265100694974444Molina Neto, Vicentehttp://lattes.cnpq.br/1481370037047711http://lattes.cnpq.br/1775868325389996Neu, Adriana Flávia700800000006600cf4a0bfb-d40d-435c-a065-18f24a20677f2888168c-f577-466f-afb2-6d0d17a8387c6340c88f-e7d6-4dd1-bb43-b2dc8267761409673dc2-7c06-44c7-8617-e6529edb9162reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS |
dc.title.alternative.eng.fl_str_mv |
Teaching of physical education teachers in public school of high school situated in Santa Maria/RS |
title |
Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS |
spellingShingle |
Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS Neu, Adriana Flávia Atuação docente Práticas de professores Educação física escolar Escolas públicas de ensino médio Saberes docentes Teaching performance Teacher practices Physical school education Public schools of high school Teachers know CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS |
title_full |
Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS |
title_fullStr |
Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS |
title_full_unstemmed |
Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS |
title_sort |
Atuação docente de professores de educação física de escolas públicas de ensino médio de Santa Maria/RS |
author |
Neu, Adriana Flávia |
author_facet |
Neu, Adriana Flávia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Terrazzan, Eduardo Adolfo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0416614425134935 |
dc.contributor.referee1.fl_str_mv |
Gama, Maria Eliza Rosa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3265100694974444 |
dc.contributor.referee2.fl_str_mv |
Molina Neto, Vicente |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1481370037047711 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1775868325389996 |
dc.contributor.author.fl_str_mv |
Neu, Adriana Flávia |
contributor_str_mv |
Terrazzan, Eduardo Adolfo Gama, Maria Eliza Rosa Molina Neto, Vicente |
dc.subject.por.fl_str_mv |
Atuação docente Práticas de professores Educação física escolar Escolas públicas de ensino médio Saberes docentes |
topic |
Atuação docente Práticas de professores Educação física escolar Escolas públicas de ensino médio Saberes docentes Teaching performance Teacher practices Physical school education Public schools of high school Teachers know CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching performance Teacher practices Physical school education Public schools of high school Teachers know |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The research reported in this text was developed within the scope of the Study Group, Research and Interventions “Inovação Educacional, Práticas Educativas e Formação de Professores”, hosted at the Center for Studies in Education, Science and Culture of the UFSM Education Center, and had as objective the establishment of a characterization of the teaching performance of teachers of Physical Education of Public Schools of High School. For the development, we elaborated the following research problem: What are the main aspects of the teaching practices of Physical Education developed in Public High Schools situated in Santa Maria/RS? In order to try to answer the elaborated research problem and, consequently, to reach the proposed objective, we elaborated five research questions, namely: (1) What assumptions usually support the teaching practices of Physical Education teachers developed in Public Schools of High School? (2) How do Physical Education teachers usually select contents and organize curricular programs for Physical Education in High School Public Schools? (3) How are the educational activities in the scope of Physical Education in High School Public Schools organized and developed? (4) How are assessments in Physical Education classes usually held in public high schools?, and (5) What actions are usually carried out in Public High Schools in the scope of the teaching work of Physical Education teachers? This research is of a qualitative nature, and the treatment of the information collected was done based on the assumptions and the orientations present in the Grounded Theory. For the process of information collection/construction, we use as sources: (1) in the subject kind, Physical Education teachers; and (2) in the space kind, classes taught by these Physical Education teachers. The instruments used to collect/construct information were: interview, for teachers, and observation for the classes taught by them. For the development of the empirical part of this research, we chose the context of Public High Schools located in the city of Santa Maria, belonging to State Public School Network of Rio Grande do Sul. In the total, we were able to carry out 06 interviews with these teachers and also observed a set of 30 classes taught by 04 of these interviewed teachers. From the analysis of the collected/constructed information, we came to the realization that the teachers: (1) seek to meet their training needs to overcome gaps left by their Bachelor's Degree; (2) usually incorporate elements of the School's Political Pedagogical Project (PPP) to teach the school subject; (3) they usually use some elements of the didactic approaches presented in the specialized literature for the teaching of Physical Education in the school; (4) they usually take the Referencial Curricular system of Rio Grande do Sul as the main guiding document for the selection of contents and organization of curricular programs, followed by indications from their own experiences, as well as the results of dialogues with their professional colleagues; (5) they usually consider the weekly workload usually allocated to Physical Education as adequate and sufficient to develop the programmed content; (6) consider the devaluation of the education professional as a complicating factor for the quality of the discipline's development; (7) consider the joint work among teachers as practically nonexistent in the schools in which they work; (8) they usually plan, for the development of the school physical Education, education contents that revolve around the traditional collective sports (soccer, volleyball, basketball and handball) and that deal with transversal themes suggested by the PPP of their schools and/or by the the Referencial Curricular system of RS; (9) usually use forms of evaluation that contemplate three types of content (conceptual, procedural and attitudinal); (10) are able to verbalize indicators of expected learning to evaluate their students, as even as in the succinct form; (11) usually participate in pedagogical meetings offered by schools; and (12) usually develop and develop extracurricular activities in the schools where they work. To the end, it is possible to affirm that Physical Education teachers mobilize varied teaching knowledge during their teaching performance, as well as the results of this research can contribute to the professionalization of Physical Education teaching. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-10-25 |
dc.date.accessioned.fl_str_mv |
2019-05-02T14:49:43Z |
dc.date.available.fl_str_mv |
2019-05-02T14:49:43Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/16349 |
url |
http://repositorio.ufsm.br/handle/1/16349 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
cf4a0bfb-d40d-435c-a065-18f24a20677f 2888168c-f577-466f-afb2-6d0d17a8387c 6340c88f-e7d6-4dd1-bb43-b2dc82677614 09673dc2-7c06-44c7-8617-e6529edb9162 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
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1801224093637279744 |