Formação e prática dos professores de educação física no PROLICEN na região norte do Espírito Santo
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Data
2025-05-12
Autores
Batista, Allan Rodrigues
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Editor
Universidade Federal do Espírito Santo
Resumo
The study discusses the impact of the training offered by the Pro-Licensure Program in Physical Education (PROLICEN) at UFES, focusing on the trajectories and teaching practices of its graduates. The course was offered in distance learning mode, aimed at the initial training of teachers working in public schools in the final years of elementary school and/or high school, due to the need to fill the shortage of licensed teachers in peripheral regions. The program was part of the second phase of the Pro Licenciatura, reinforcing the movement to democratize access to higher education. With the enrollment of 510 teacher-students from various municipalities in Espírito Santo, the activities were distributed across ten on-site support centers, structured around remote teaching and on-site support. The main objective of this study was to understand how this training influenced the professional lives of seven PROLICEN graduates and the quality of education in their communities. To this end, a qualitative methodological approach was adopted, based on the autobiographical narratives of the graduates and the analysis of their training experiences. Among the tools discussed in this research as a training experience, the teaching knowledge of teachers stands out, according to the reflections of Tardif (2002), Gauthier (2006), and Borges (2005), as well as autobiographical narratives, addressed from the perspective of Josso (2002) and Souza (2004). Given this, the results indicate that PROLICEN provided opportunities for individuals who otherwise might not have had access to higher education, contributing to their professional and personal development. In addition, the program broadened perspectives on Physical Education teaching, offering solid foundations for the construction of a more critical and reflective pedagogical practice. In this sense, this research contributes to a deeper understanding of the impacts of teacher training in School Physical Education and provides a basis for future discussions on initial and continuing training policies. Thus, the results show that PROLICEN had a positive impact on both the democratization of higher education and the qualification of Physical Education teachers, promoting significant changes in teaching practice and the school community.
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Formação docente , Práticas pedagógicas , Educação física