Biblioteca - Profª Alzira Altenfelder Silva de Mesquita

Autor: Diego Pinto Jabois
Título(s): Cartas pedagógicas e a narratividade docente: o (ser) fazer no território escolar nas aulas de Educação Física
Resumo: [pt] A escola, enquanto equipamento público, assumindo o papel na formação continuada dos seus docentes em exercício, ao conduzir uma nova e/ou reorganizada proposta curricular normalmente reconhece, em linhas gerais, a importância da composição dos saberes docentes associados ao fazer pedagógico para o êxito da ação. Contudo, na maioria dos casos, pouco ou nada se compreende sobre os docentes que estão lá como verdadeiros artífices dos processos de desenvolvimento do ensino e da aprendizagem acerca do fazer pedagógico. Partindo de oportuna observação e frente ao reconhecimento de experiências positivas associadas ao fazer pedagógico do componente curricular de Educação Física o estudo reflete sobre o que de fato orienta e/ou organiza o desenvolvimento integral do fazer pedagógico? Quais fatores auxiliam na construção desse tipo de fazer? Sobre o cotidiano docente, em distintos contextos, existem elementos em comum no desenvolvimento e sustentação de tais construções? Diante disso, o objetivo do trabalho consiste em compreender a construção integral do fazer pedagógico dos docentes, seus desafios e/ou dilemas e perspectivas futuras por intermédio da produção de cartas pedagógicas. A pesquisa de abordagem qualitativa justifica sua escolha metodológica por reconhecer na produção a potencialidade interlocutora e reflexiva que destaca a “voz” docente, por vezes sem o devido espaço de escuta acolhedora no território escolar dado à complexidade do exercício pedagógico. A rede municipal de ensino, situada no litoral sul de São Paulo - Brasil no município de Itanhaém foi o lócus deste estudo por intermédio de seus docentes. A produção das cartas contou com quatro participantes de escolha intencional em efetivo exercício na rede cuja correspondência foi organizada metodologicamente em cinco encontros programados e orientados por análise interpretativa textual. O estudo buscou ancoragem no referencial teórico do educador brasileiro Paulo Freire com destaque para a obra intitulada: “Pedagogia da autonomia, saberes necessários à prática educativa” como fonte inspiradora. O estudo apresentou no espaço correspondente, criado por intermédio das cartas, um destaque significativo para o exercício docente centrado nas relações humanas e seus saberes que são estabelecidas ao longo do exercício docente no território escolar de grande relevância para o sustento e reorganização de suas práticas pedagógica que certamente merece a atenção de estudos complementares nessa direção.
Resumo: [en] The school, as a public facility, assuming the role in the continuous training of its teachers in practice when conducting a new and / or reorganized curricular proposal normally recognizes, in general lines, the importance of the composition of the teaching knowledge associated with making pedagogical for the success of action. However, in most cases, little or nothing is understood about the teachers who are there as true creators of the processes of development of teaching and learning about pedagogical practice. Starting from a timely observation and facing the recognition of positive experiences associated The school, as a public facility, assuming the role in the continuous training of its teachers in practice when conducting a new and / or reorganized curricular proposal normally recognizes, in general lines, the importance of the composition of the teaching knowledge associated with making pedagogical for the success of action. However, in most cases, little or nothing is understood about the teachers who are there as true creators of the processes of development of teaching and learning about pedagogical practice. Starting from a timely observation and facing the recognition of positive experiences associated with the pedagogical doing of the Physical Education curricular component, does the study reflect on what actually guides and / or organizes the integral development of pedagogical doing? What factors help in the construction of this type of doing? About the daily teaching, in different contexts, are there elements in common in the development and support of such constructions? Therefore, the objective of the work is to understand the integral construction of the pedagogical practice of teachers, their challenges and / or dilemmas and future perspectives through the production of teaching letters. The research with a qualitative approach justifies its methodological choice because it recognizes in the production the interlocutor and reflective potential that highlights the teaching “voice”, sometimes without the proper space for welcoming listening in the school territory given the complexity of the pedagogical exercise. The municipal education network, located on the south coast of São Paulo - Brazil in the municipality of Itanhaém was the locus of this study through its teachers. The production of the letters had four intentionally chosen participants in effective exercise in the network whose correspondence was organized methodologically in five scheduled meetings and guided by interpretative textual analysis. The study sought to anchor in the theoretical framework of the Brazilian educator Paulo Freire with emphasis on the work entitled: “Pedagogy of autonomy, knowledge necessary for educational practice” as an inspiring source. The study presented in the corresponding space, created through letters, a significant highlight for the teaching exercise centered on human relations and their knowledge that are established throughout the teaching exercise in the school territory of great relevance for the support and reorganization of their pedagogical practices. which certainly deserves the attention of further studies in this direction. with the pedagogical doing of the Physical Education curricular component, does the study reflect on what actually guides and / or organizes the integral development of pedagogical doing? What factors help in the construction of this type of doing? About the daily teaching, in different contexts, are there elements in common in the development and support of such constructions? Therefore, the objective of the work is to understand the integral construction of the pedagogical practice of teachers, their challenges and / or dilemmas and future perspectives through the production of teaching letters. The research with a qualitative approach justifies its methodological choice because it recognizes in the production the interlocutor and reflective potential that highlights the teaching “voice”, sometimes without the proper space for welcoming listening in the school territory given the complexity of the pedagogical exercise. The municipal education network, located on the south coast of São Paulo - Brazil in the municipality of Itanhaém was the locus of this study through its teachers. The production of the letters had four intentionally chosen participants in effective exercise in the network whose correspondence was organized methodologically in five scheduled meetings and guided by interpretative textual analysis. The study sought to anchor in the theoretical framework of the Brazilian educator Paulo Freire with emphasis on the work entitled: “Pedagogy of autonomy, knowledge necessary for educational practice” as an inspiring source. The study presented in the corresponding space, created through letters, a significant highlight for the teaching exercise centered on human relations and their knowledge that are established throughout the teaching exercise in the school territory of great relevance for the support and reorganization of their pedagogical practices. which certainly deserves the attention of further studies in this direction.
Titulação: Mestrado em Educação Físico
Orientador (a): Bruna Gabriela Marques.
Banca

-

Assuntos: Cartas Pedagógicas, Saberes Docentes, Educação Física Escolar
Arquivo(s): Abrir documento (PDF)
   

Pesquisa Específica