Desenvolvimento profissional e formação continuada em educação física: uma imersão na vida de professor
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Data
2025-09-26
Autores
Polati, Giulliana Veiga
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Universidade Federal do Espírito Santo
Resumo
This work results from a master’s research study of a qualitative nature, grounded in life history narratives and based on the theoretical and methodological contributions of Josso (2004, 2006). Its objective was to investigate, understand, and analyze the narratives and reflections of participating teachers regarding continuing education, understood as an integral part of professional teacher development. To this end, the study was anchored in the contributions of authors such as Garcia (1999, 2009), Nóvoa (1995, 2001), Gatti (2010), Imbernón (2010), Cunha (2013), Day (1999), Formosinho (2009), and Schön (2000), who discuss professional development and the construction of teacher identity throughout the career. The research values the epistemological aspects that permeate formative processes, conceiving teacher education as a continuous, permanent movement articulated with initial training. It focused on the formative trajectories of five Physical Education teachers, students and graduates of the Professional Master’s Program at the Center for Physical Education and Sports of the Federal University of Espírito Santo (UFES), seeking to understand how they mobilize the knowledge built in their pedagogical practices and the meanings they attribute to continuing education as a space of articulation between personal and professional dimensions. The data were generated through narrative interviews guided by generative scripts and analyzed through a comprehensive-interpretive approach inspired by Souza (2006, 2014), which enabled the understanding of the time to remember, narrate, and reflect on teaching experiences. The results indicate that teacher education occurs in diverse times and Spaces, formal and informal, individual and collective, encompassing autonomous study initiatives, peer collaboration, and participation in collective projects. The formative experiences reveal motivations that give meaning to teaching life, fostering transformations, re-significations, and the construction of knowledge. It is concluded that recognizing teachers as subjects of knowledge and formation requires policies and institutional practices that value listening, dialogue, and the sharing of experiences, reaffirming teacher education as a continuous, singular, and complex process, shaped by the historicity and centrality of teaching experiences.
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Desenvolvimento profissional docente , Formação continuada , Educação física