Práticas de formação continuada de uma professora de educação física : ocultações, contradições e possibilidades
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Data
2008-08-11
Autores
Heringer, Dionésio Anito Teixeira
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Editor
Universidade Federal do Espírito Santo
Resumo
It is about a study case which the formation practices are analyzed at the moment
the Physical Education teacher of one of the municipal schools of Vitória tries to put
into effect the formation proposals foreseen in the policy suggested by the Municipal
Council of Education. It dialogues with authors who have been contributing with
studies related to that field, trying to map the continuing formation in its conceptual
evolution and in the ways it has been manifested. Consequently, it identifies the
focus change in this movement that, considering a conception essentially positivist,
advances to an epistemology of phenomenological and/or inter rational. It debates
the responsibility of different instances linked to the formation movement: central
management, formatting instances, schools and teachers, in the accomplishment of
formation practices. It also discourses on some important occultation present in that
field, generated by cognitive consensus that creates illusory projects for the
situations realized under the optic of such consensus. In the analysis, it identifies
some tensions and possibilities daily lived by teachers when trying to put into effect
the formation actions foreseen in the politics. It stands out the central management
as the one that has assumed, in a more effective way, the organization and definition
of space/time of continuing formation. It points some possibilities of approximation
with the Federal University of Espírito Santo (UFES) and calls attention for the
necessity of an autonomous movement, thought and articulated through the
formation instances, assumed with autonomy and criticism. It describes the
conceptual coherence of the formation policy, if confronted with the programmatic
ideology presented by the Municipal Education Council, at the same time that
identifies some distance between what this conceptual basis shows and the foreseen
actions by the central administration. It analyzes the school and the way how its
organization favors and/or makes difficult the formation practices built and developed
in an individual way and/or collective in the interior of such teaching unit, showing the
policy of human resources of the City Hall as a determinant factor in the limitation of
articulation possibilities of the collective of that teaching unit. Finally, it gets closer to
the Physical Education teacher who is the a collaborator of the research to reveal
how the school space is organized, which is determinant in the limitation or
constitution of the formation practices and presents the level of involvement and
complicity of the ones involved as an important factor of the investigated context.
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Palavras-chave
Continuing formation , Physical Education , Formation Practices , Formação continuada , Educação Física , Práticas de formação