Formação inicial de professores de educação física a distância: aprendendo com a experiência do pró-licenciatura do Cefd/Ufes
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Data
2018-08-10
Autores
Pozzatti, Mariana
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Editor
Universidade Federal do Espírito Santo
Resumo
Among the initiatives focused on teacher education in Brazil in the 2000s, the expansion of
Distance Education (DE), a teaching modality offered by LDBEN n °. 9,394/1996. As a result
for such expansion, the Physical Education and Sports Center of the "Federal University of
Espírito Santo" offered the course "Pro-Licenciatura Phase II" from 2008 to 2014, project for
216 teachers associated with Physical Education in different municipalities of the State. In
this work, we aim at understanding the political, institutional, curricular and epistemological
dimensions of the aforementioned course, considering the specificity of such proposal and the
lack of studies focusing on the investigated object. We discuss not only its present history, but
we also turn our attention to its recent past (BLOCH, 2001). Our specific objectives are: a)
conducting a review study of the teacher education in EaD in Brazil from 1997 to 2014; b)
defining the concepts of distance education, teacher training, and Physical Education training
as a basis for the discussions on the subject; c) contextualizing the aforementioned course,
surveying the elements that led to its implementation and materialization; d) investigating
how the actors involved in such training proposal have interpreted the formative processes of
the course. e) highlighting the structuring elements of Physical Education teacher training in
the distance modality, guaranteeing the specificities of this disciplinary knowledge area. In
order to doing so, we base our research on the investigated experience, on the contributions
and discussions of academic production in this field during the last decades, and on the
theoretical design that underpins the structuring concepts of Technologies, Distance
Education, Teacher Training and Teacher Training in Physical Education. We perform a
qualitative study, based on the articulation among the bibliographical, documentary and field
research. The two first ones address three main aspects: documents that constitute the
analyzed course and its didactic material; academic production on Distance Teacher Training
in Brazil; bibliographical survey about books and articles that explain the structuring fields of
this research. The third deals with the participants of the training proposal and their relations
and perceptions about the course, using the comprehensive interview as technique and method
of work (KAUFMANN, 2013). We discuss the concepts of use, consumption, appropriation,
strategies and tactics of Certeau (1995, 2009). We discuss teacher training within the
profession based on Nóvoa (1992, 2002, 2004, 2007, 2009) and we understand the memories
that have been brought into the reference memories of oral narratives produced by the
participants based on Josso (2010). With the support of such interlocutors and the academic
production of a special edition of Physical Education journal on teacher education in the sociocultural area, we address the specificities of the field and the ch allenge of thinking about
distance learning. Finally, we conclude that the digital inclusion was the most significant
learning from the course. In addition, we stress that the training proposal is relatively close to
the egress profile that was origininally planned, but presents gaps regarding the function of
forming with respect to the relation with knowledge in Physical Education, not reaching the
idea of training within the profession that is defended as essential in the training of Physical
Education teachers in the EaD modality.
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Palavras-chave
Educação a distância , Educação física , Formação de professores