Banca de DEFESA: BERNARDETE PAULA CARVALHO LIMA AMARAL

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : BERNARDETE PAULA CARVALHO LIMA AMARAL
DATA : 28/06/2019
HORA: 14:00
LOCAL: Auditório do Pavilhão de Aulas Teóricas
TÍTULO:

The Pedagogical Practices as componentes of theory-practice articulation and mobilization of knowledge in the formation of Physical Education teachers

PALAVRAS-CHAVES:

Professional qualification; Practices as a curricular component; Teacher knowledge; theory / practice; Physical education

PÁGINAS: 138
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
ESPECIALIDADE: Avaliação de Sistemas, Instituições, Planos e Programas Educacionais
RESUMO:

The latest curriculum reforms have conferred substantive curriculum space to practices in the real environment of exercising the profession, in order to value the articulation between theory and practice during initial formation. The curriculum guidelines for the undergraduate degrees present in resolution 02/2015 contemplate the practices as curriculum component throughout the training, valuing it as a component of theoretical-practical articulation. Thus, the curriculum guidelines in the undergraduate courses introduce substantially identified fundamentals with curriculum models inspired by practical rationality. Research on teachers ' knowledge in teacher education is connected to the postulates of the epistemology of practice in initial formation, understanding that such knowledge is experienced and experienced by undergraduate students during their formation for Mobilization of knowledge of teaching. The objective of this research was to analyze the pedagogical project of the Physical education course of a higher education institution and the curriculum development in relation to the conception and implementation of the disciplines pedagogical practices in the condition, Practices as Curriculum component and the consequences for the articulation theory-practice and mobilization of teaching knowledge by undergraduate students of physical education. The study model adopted in the research was qualitative of a participant nature, in view of the partnership and complicity established between the researcher and the subjects, contributing to the construction of knowledge in the investigated context. This was a cross-sectional study, because it was performed in three different periods of the Bachelor's degree in physical education, in the disciplines of Pedagogical practices (PP) II, III and V, with the observation of classes in the second semester of 2018 , for analysis of the written and developing curriculum and subsequent record in the field diary. The sample was consisted of four undergraduate students per discipline, totaling 12 individuals, who were submitted to semi-structured interviews. The inclusion criterion was to be enrolled and regularly attending the PP disciplines and performing field activities in schools. The content analysis revealed that the written curricula and in action in the disciplines of PP-II, III and V despite providing opportunities for articulation theory and practice (T-P) and mobilization of knowledge, do not dialogue in the perspective of the based curriculum, which prevails with Characteristics of technical rationality. It was found in the classification of the knowledge that the undergraduate students mobilized different types of knowledge during the development of the discipline pedagogical practices, however the disciplinary knowledge was more frequently mobilized. The mobilization of the teaching knowledge evolved to the extent that the undergraduate students advanced in the ongoing training, as they expanded their knowledge in proportion to what they were submitted to the curriculum, with the earliest in PP-V, with a higher frequency of Evocations to knowledge, in a dense and matured way. The results show that the more fruitful the curriculum organization in the preparation of a significant theoretical-scientific framework the articulation theory and practice, the better the mobilization of teaching knowledge in the school space in the initial formation.

MEMBROS DA BANCA:
Presidente - 387329 - JOSE HENRIQUE DOS SANTOS
Interno - 1649545 - SANDRA REGINA SALES
Externo à Instituição - Ana Patrícia da Silva - UERJ