A produção acadêmica sobre a formação continuada de professores de educação física
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Data
2010-12-16
Autores
Cruz Junior, Antônio Fernandes da
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Editor
Universidade Federal do Espírito Santo
Resumo
This research focuses on the following question: what would be the conception
of continuing education which prevails in the studies of physical education? We
therefore investigated the production of articles materialized in four mainly
journals: Revista Movimento, Revista Brasileira de Ciências do Esporte, Revista
Motriz e Revista Pensar a Prática. Our hypothesis is that when discussing the
work area, we would find a variety of concepts which, in most cases, converge
to a narrow understanding of continuing formation, based on the prioritization of
the concept of immediate practical, the reflectivity from the micro and Intraschool issues. Analyzing the theoretical categories (experience, teacher‟s
knowledge, pedagogical practice and qualitative research) that guide the
discussion of continuing education in this study, we realized that these
fundamental concepts instigate advances and at the same time limitations and
problems. Despite no reduction in continuing formation to a single event, the
critique of instrumental rationality in teaching, the attempt to build alternative
routes to speeches merely macro, the appreciation of the role of the teacher
and reflective practice, the academic study enhances understanding of
immediate practical, values the knowledge that is useful for teaching situation,
replaces the experience by experience, instrumentalizes the theory and loses
the historical horizon. Therefore, the reflections on continuing education of
teachers assume in many times aspects of semiformation. Faced with many
leaps and bounds as stated, we should strengthen the argument that we stand
for: that continuing formation should not exclude an extensive cultural formation.
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Palavras-chave
continuing education , teacher education , cultural formation , formação continuada , formação de professores , formação humana