No cotidiano da inovação e a inovação no cotidiano da prática pedagógica em educação física
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Data
2008-09-15
Autores
Silva, Mauro Sérgio da
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Editor
Universidade Federal do Espírito Santo
Resumo
This essay aims to understand how a pedagogical practice is built which seeks to
break with the tradition of Physical Education with the means of the reconstruction of
the school culture of this teaching subject. Besides, it searches to provide to this
experience a greater visibility about the possibilities built for the Physical Education
classes. It discusses a case study of ethnographic nature, done with a teacher of the
Education Municipal System of Vitória-ES who seeks to reconstruct the school
culture of Physical Education. Some instruments of data collection were used, such
as: field diary, interviews, dialogue records, photographies and videos. The
pedagogical practice presented and discussed in this research is characterized by
the preoccupation in democratizing the knowledge dealt with in the Physical
Education classes, providing through the learning-teaching process, the enlargement
of the heritage of the students concerning the study themes of the movement body
culture. The teacher seeks to build a change in meaning of doing Physical Education,
being mentioned the dimensions of knowing-how to do, knowing-about-the-how to do
and to know-how-to relate. It also focuses the teacher‟s creativity in facing the
resistances and conflicts arisen by such practice. We noticed that the search for
professional recognition and a loving relation, constituted references for the
development of the learnings in a contextualized and coherent manner with the
school reality. The Physical Education class in the investigated practice constitutes
itself in a social meeting when sensations and positive and/or negative feelings are
lived and generate conflicts, such conflicts are mediated by the tender and respectful
relation between both students and teacher. We used Honneth‟s recognition theory
(2003) as an alternative for an analysis of issues emerged from the practice. We aim
with this research to provide a greater visibility to the practices built in a school
context favorable to the sharing of ideas, in which the critical and collaborative
dialogue arouses new possibilities for the practices can be thought and improved
from the collective reflection.
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Palavras-chave
Physical education , Pedagogical practice , Pedagogical innovation , Inovação pedagógica , Prática pedagógica