A docência em educação física na educação infantil : a (re)construção de práticas de formação continuada
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Data
2010-05-13
Autores
Francelino, Kenia dos Santos
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Editor
Universidade Federal do Espírito Santo
Resumo
The study aims at identifying, analyzing and understanding the practices of
continuing formation of a dynamistic Physical Education teacher working with
Children Education of the municipal teaching system in the city of Vitória State of
Espírito Santo, investigating the present meanings in such practices, relating them
with the professional development of the teacher. To achieve the goal proposed by
the research it was necessary to go deeper into the reality studied and also to identify
some matters circumscribed related to conceptions about children, education, care
and learning that are taken into consideration by the units of Children Education and
by dynamistic teachers in the practices of continuing formation, as well as in what
way those teachers recognize themselves as professionals. In order to choose a
place and an individual, convergent instruments with qualitative investigation were
used, searching for a teacher who had, besides a broader vision of continuing
formation, practices of that formation that were thought and built to go beyond the
formation proposition offered by the managers. Throughout the investigations, three
axis of dialogue with the information occurred in the work field were configured: the
continuing formation, Physical Education and Children Education, highlighting the
recurrences and singularities that favored the comprehension of those formation
practices and their meanings in the relations between the teachers themselves and
with the others, with their records and the children. In the first axle, it was established
a dialogue with their own selves in the attempt to be built as teachers, in the
construction of identities, of new possibilities of self formation, in a personal effort of
reflection on their actions. In the actions that remit to their personal and collective
records, produced in the context of children’s Education, the records are
characterized as an important indicative in the different functions of the pedagogical
work and formation. Al last, the research refers to data, clues and daily pedagogical
actions that signalize concrete situations of interaction between the teacher and the
children, as well as materialization and reflection of their practices of continuing
formation. The study considers singular the process of continuing formation, once it
is through relations, interactions, actions and meanings created and established,
individually or collectively, that such professional is constituted as a teacher,
composes a story and (re)build practices of formation.
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Children’s Education , Physical Education , Practices of Continuing Formation , Práticas de Formação Continuada , Educação Física , Educação Infantil