Banca de QUALIFICAÇÃO: RODRIGO DA ROCHA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : RODRIGO DA ROCHA
DATE: 16/12/2024
TIME: 11:00
LOCAL: DEFD
TITLE:

PROFESSIONAL TRAINING AND TEACHING KNOWLEDGE: Experiential knowledge and interaction between peers in the professional master's degree – PROEF/UFRRJ.

KEY WORDS:

Keywords: Peer interaction. Experiential knowledge. Professional training. Physical education. PROEF.

PAGES: 120
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

ABSTRACT: There is a teaching knowledge, a knowledge that characterizes a professional teacher, a knowledge that is contained in basic education teachers, which is produced by them throughout their experience according to the situations and contexts in which they teach. A knowledge that is invisible, devalued and delegitimized. Introduction: The research aims to understand what were the most significant formative implications of peer interaction for the professional development of master's students according to the perception of PROEF-UFRRJ students. The relevance of the research is based on the valorization of the school Physical Education teacher as a producer of knowledge and, consequently, on the legitimization of the area of school Physical Education as a discipline necessary for the full human development of students. Methodology: The starting point was an integrative review on the topic of Physical Education training, gathering only dissertations from national professional master's degrees between 2019 and 2023. In this sense, the review promotes the place of speech of nine basic education teachers through their dissertations, noting their ideas, values, and perspectives on the topic. This is an action research, a research method that aims to transform the environment that one intends to understand, which one intends to achieve using the strategy of providing knowledge while collecting information. The essence of the questionnaire is reproduced in a synthetic way in the script that will serve as a basis for the discussion of the focus group where it is intended that the reflections of the questionnaire emerge within a professional teaching collective, shaping their impressions regarding the topic of Physical Education Training. Result: In the integrative review, it was found that school Physical Education teachers reported that they miss moments of interaction between peers, that they are not understood, that the obstacles faced in teaching Physical Education generate a feeling of unease, that they feel the need for a place to speak, that teachers are disunited and do not understand each other, and that the academic environment is not yet prepared to welcome the basic education teacher as an equal, holder of another “expertise”. Transitory Conclusions: It is understood from this that, granting school Physical Education teachers the status of knowledge producers restores to these professionals a place to speak, a place where they have the authority to exercise their social protagonism as the transforming agents that they are.

COMMITTEE MEMBERS:
Interno - 1938022 - RICARDO RUFFONI
Interna - 2518421 - VALERIA NASCIMENTO LEBEIS PIRES
Externo à Instituição - DIONIZIO MENDES RAMOS FILHO - UERJ