Banca de DEFESA: WILLIAM JOSÉ LORDELO SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : WILLIAM JOSÉ LORDELO SILVA
DATA : 27/04/2019
HORA: 08:00
LOCAL: FACED -Sala Irecê
TÍTULO:

CRITICISM THE CONCEPTION OF TEACHING / LEARNING IN THE EDUCATIONAL PEDAGOGICAL PROPOSITIONS
PHYSICS: CONTRIBUTIONS OF HISTORICOCULTURAL PSYCHOLOGY AND HISTORICAL-CRITICAL PEDAGOGY

PALAVRAS-CHAVES:

Teaching-learning; Assimilation-transmission of knowledge; Content-formrecipient; Historical-cultural theory; Historical-critical pedagogical theory; Physical Education;Body Culture.

PÁGINAS: 185
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

The study is part of the scientific investigations that deal with teaching and learning in the
hegemonic pedagogical propositions in Physical Education, based on the contributions of
historical cultural theory and critical historical pedagogy. The object is the triad content-formrecipient.
The problem is related to the contradiction of the negation of the scientific content
about the corporal culture in the classes of Physical Education, a negation that compromises the
development of the pedagogical reflection of the students and the contradiction of the logic of
teaching and learning predominant in the pedagogical propositions of Physical Education. The
thesis's thesis is: From the critique of the hegemonic propositions in Physical Education,
historical cultural theory and critical historical pedagogy regarding the dynamics of the
teaching-learning process, what are the contributions to the development of the critical
pedagogical proposition that overcomes Education Physics? The purpose of the thesis is to
contribute to the development of the critical-super-constructive proposition of Physical
Education, based on contributions of historical-cultural theory and historical-critical pedagogy,
regarding the dynamics of the teaching-learning process. The methodological path implied in
retaking the conceptions of Man, Education and Physical Education in the pedagogical
propositions, advancing in the identification on the teaching-learning dynamics, seeking the
contributions of historical-cultural theory and historical-critical pedagogy on the process of
transmission-assimilation of knowledge. As a result of the research on the propositions, we
have added the identification of the contradiction regarding the dynamics of the teachinglearning
process, with respect to the internal articulations on what to teach, how to teach, when
to teach and who to teach. In light of the results, we discuss scientifically the contributions of
historical-cultural theory and historical-critical pedagogical theory about the dynamics of the
teaching-learning process. As a conclusion we can affirm that the pedagogical propositions for
the teaching of Physical Education, when dealing with the learning teaching process, are
contradictory because they do not present the internal articulation between what to teach, how
to teach, to whom to teach, evidencing the limitations of the organization logic of dynamics
between teaching and learning. We also conclude that the theory of Physical Education, as
regards the dynamics of the learning teaching process, advances when it incorporates elements
of THC and PHC in this respect.

MEMBROS DA BANCA:
Interno - 1130452 - CELI NELZA ZULKE TAFFAREL
Interno - 1215033 - CLAUDIO DE LIRA SANTOS JUNIOR
Externo ao Programa - 293.509.215-53 - KATIA OLIVER DE SA - UFBA
Externo ao Programa - 4298534 - MARIZE SOUZA CARVALHO
Externo à Instituição - TIAGO NICOLA LAVOURA - UESC
Externo à Instituição - WELINGTON ARAUJO SILVA