Banca de DEFESA: SIDNEIA FLORES LUZ
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.DISCENTE : SIDNEIA FLORES LUZ
DATA : 27/04/2019
HORA: 11:00
LOCAL: Sala Irecê
TÍTULO:
TRAINING OF TEACHERS AND EDUCATIONAL BASES: CONTRIBUTION OF HISTORICAL-CRITICAL PEDAGOGY IN THE FORMATION OF TEACHERS OF PHYSICAL EDUCATION.
PALAVRAS-CHAVES:
Training of Teachers and Teachers of Physical Education; Pedagogical bases of Physical Education; Historical Pedagogy.
PÁGINAS: 126
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:
The problem of work is the training of teachers of Physical Education in Brazil, specifically the pedagogical bases that guide the pedagogical political projects (PPP) of undergraduate courses in Physical Education. We delimit as a synthesis question: What are the pedagogical bases that subsidize the formation of teachers of physical education in federal institutions of higher education (IFES) in the five regions of Brazil - South, Southeast, Midwest, Northeast and North - and, what are the contributions of the Historical-Critical Pedagogical Theory? The study questions were: What is the pedagogical theory that supports the PPPs of teacher training courses, especially Physical Education, considering an intentional sampling of IFES - UFBA, UFPA, UFG, UFRGS, UFRJ, in the regions Brazil - South, Southeast, Midwest, Northeast and North? What are the contributions of the Historical-Critical Pedagogical Theory for the training of teachers, especially of Physical Education? The general objective of this work is to analyze and discuss the Pedagogical Bases that underlie the PPPs of teacher training, especially of Physical Education, considering an intentional sampling, indicating theoretical elements that overcome the Pedagogical Theory, taking into consideration the contributions of Historical-Critical Pedagogy. The objectives reached were: a) To raise the production of knowledge on the pedagogical bases of teacher training in general and especially of Physical Education in Brazil; b) Analyze and discuss the pedagogical bases present in the PPPs - UFBA, UFPA, UFG, UFRGS, UFRJ; c) Present systematically the limits, the contradictions located in the course documents; d) Presenting overcoming propositions from the Historical-Critical Pedagogical Theory. The research is bibliographical and documentary.The procedures were: 1- Balance of the knowledge production on the pedagogical bases of teacher training, taking into account the productions in dissertations and theses defended in Brazil in the last 30 years, that is, from the 1980s; 2- Bibliographic research, using works of the main authors that deal with the theme; 3- Documentary analysis of the PPPs and their pedagogical bases from the main theoretical categories that allowed us to identify the pedagogical bases: a) conception of human formation, b) course objectives, c) profile of graduates and d) deal with knowledge; 4 - The contributions of Critical Historical Pedagogy as a pedagogical basis for the formation of Teachers and Teachers of Physical Education. We conclude that most of the training institutions do not present in their PPPs approaches with the theoretical basis of critical pedagogies, but rather with the pedagogy of competences and the reflective teacher. Faced with the data collected and the bibliography considered, we conclude that the formation of Physical Education teachers is compromised when linked to the logic of the labor market or the daily life of teachers. We indicate as a overriding proposition the consideration of historical-critical pedagogical theory in the formulation of the PPPs of the courses.
MEMBROS DA BANCA:
Interno - 1130452 - CELI NELZA ZULKE TAFFAREL
Interno - 1215033 - CLAUDIO DE LIRA SANTOS JUNIOR
Externo à Instituição - CÁSSIA HACK - UNIFAP
Externo à Instituição - KATIA OLIVER DE SA
Externo à Instituição - MARCIA MORSCHBACHER - UFSM
Externo ao Programa - 4298534 - MARIZE SOUZA CARVALHO
Externo à Instituição - SILVIO ANCISAR SÁNCHEZ GAMBOA - UNICAMP