Memórias da formação inicial e projeções para atuação docente : diálogos sobre avaliação com acadêmicos de educação física
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Data
2015-12-04
Autores
Frossard, Matheus Lima
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Universidade Federal do Espírito Santo
Resumo
This paper aims to understand the debate about teacher training in Physical
Education.It was outlined in three chapters that dialogue with each other, considering
the nature of the sources studied and the assumed theoretical-methodological
assumptions. From the "state of knowledge" type, the first chapter aims to map the
academic production on educational evaluation in Physical Education from 1932 to
2014. It reviews 14 journals of the area and finds 56 articles. Based on bibliometric
indicators, it establishes four axes of analysis: distribution of articles by year of
publication; By newspaper; By authorial origin and author; Distribution by categories
and levels of education. The results point to an increase in production over the last four
years, compared to the previous decade, although there are still gaps with reference
to texts that address pre-primary and secondary education. The second chapter, of a
qualitative nature, aims to understand, from autobiographical narrative research, the
way in which 45 undergraduate students in Physical Education from seven Brazilian
Federal Universities make sense of the evaluative experiences experienced in initial
formation. It gives visibility to these evaluative experiences in the student function and
in the teaching performance. In a first movement, the students evidence a diversity of
evaluation instruments and relate their use to the knowledge taught in each discipline.
In the second, they emphasize the need of teacher training courses, besides providing
the specific learning of each discipline, should take as central axis the teaching
practice. The third chapter is characterized by quantitative and quantitative research.
It seeks to analyze how the students in initial formation understand the evaluation
processes, considering their teaching performance in stages and / or extracurricular
projects. 32 students who responded to work in extracurricular stages and / or projects
collaborate with the research. As a source, it uses questionnaires, a focus group and
an individual interview. As a result it shows how, what and for what they evaluate in
their classes. In this sense, the students evidenced a diversity of evaluative
instruments that have helped to materialize the knowledge worked in Physical
Education, allowing value judgments and decision making.
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Palavras-chave
Physical Education , Evaluation , Teacher training , Formação de Professores