Práticas de ensino na formação inicial de professores de Educação Física: um estudo a partir dos estágios e da residência pedagógica

• Ano de defesa: 2022
• Autor(a) principal: Milani, Michael Flores
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/0013000018kgp
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação Física; UFSM; Programa de Pós-Graduação em Educação Física; Centro de Educação Física e Desportos
• Palavras-chave em Português: Formação inicial; Estágios curriculares supervisionados; Programa residência pedagógica; Educação física; Initial training; Supervised curricular internships; Pedagogical residency program; Physical education; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/25345

Currently, studies on the field of Initial Training (FI) of Physical Education teachers have gained prominence in the Brazilian academic scenario (GATTI, 2013; SOUSA E BARROSO, 2019). Among the main topics addressed, there are the processes that allow approximations between the training spaces – university and school; the student and the school reality; and theory and practice, that is, teaching practices (LIBANEO, 2014). These spaces have contributed in different aspects to the teacher constitution, and have also been considered as one of the main elements of FI in Physical Education (VAILLANT E MARCELO, 2019). In this sense, and aiming at such relevance of teaching practices in the context of FI, the present study aims to identify the perception of interns and residents, about the influence of Supervised Curricular Internships (ECS) and the Pedagogical Residency Program (PRP) in professional training in Physical Education. With a qualitative approach and with the help of semi-structured interviews, the research proposed to carry out a content analysis and interpretation of narratives of interns and pedagogical residents of Physical Education at the Federal University of Santa Maria (UFSM). From the narratives, it becomes possible to identify and understand different aspects that accompany the ECS and the RPP in that course. Both teaching practices, in fact, have materialized as very important processes in the formation of these individuals, providing opportunities to approach the professional space, the acquisition of different experiences and knowledge, among other meanings. However, jointly, the collaborators understand that both the ECS and the PRP have some weaknesses during their implementation and development. Regarding the ECS, the following stand out: gaps in the process of observation and knowledge of the school environment, succinct number of classes to be held, not allowing the future teacher to develop different learning and to become more closely involved in the environment and subjects that compose it, as well as the need for greater exchanges and dialogues about the experiences lived at school. Regarding the PRP, the collaborators emphasize the need for the program to encompass all academics who are able to participate in the process and also the urgency of organizing it within the FI. At this juncture, it became possible to understand, mainly, from the employees' perceptions regarding the gaps found in teaching practices, that they occur given the structure in which the course curriculum is implemented and has been developed, that is, the distance between the knowledge of Higher Education and Basic Education, which ends up directly influencing the training of future Physical Education teachers. Finally, both participants point to the need for curricular transformations, especially aimed at ECS.