A educação física na educação infantil de Serra/ES : os saberes docentes e a prática pedagógica
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Data
2016-03-29
Autores
Perini, Rosiléia
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Universidade Federal do Espírito Santo
Resumo
Identifies and analyzes the teaching knowledge mobilized by physical education
teachers in the context of childhood education Serra/ES and their materialization in
pedagogical practice. It is a qualitative study of descriptive and interpretative character,
which used as sources for compiling the data the semi-structured interviews and
access to personal documents relating to teacher pedagogical practice. The city of
Serra is divided into six regions pedagogical geographical. We chose to give away two
teachers in each region, totaling twelve educators who were interviewed in 2015. To
undertake the analysis of empirical material, we sought the methodology endorsed by
Macedo (2006) and Bardin (2006), which propose the content analysis. The data
analyzed show that a significant quantity of the interviewed teachers are included in
the child context of Serra's option to work with the child. The experience knowledge,
mediated by previous teaching experiences and especially by knowledge that have
been made in practice set the current insertion context, stood out as reference sources
for mobilization, construction and redefinition of knowledge necessary for the
professional practice of Education Physics in infant education Serra. The terms of
trade, partnership and interaction among peers, constitute a source of powerful
knowledge and indicate the continued in-service training as an important facilitator of
this "knowledge network", although little effective as a source of possibility real in the
context studied. The teaching knowledge are materialized in the teaching practice
through the interaction between the children, the teacher and the cultural context in
which they live. The child and its peculiarities are the starting and finishing point for
teachers to decide their teaching interventions. The study gaps underscore the need
to implement proposals for ongoing continuing education to teachers of Physical
Education and point to the systematization of a specific curriculum proposal for
childhood education in the city, contemplating his new reality, especially the integration
of knowledge areas Art and Physical Education.
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Knowledge teachers , Pedagogical practice , Physical Education , Childhood education , Saberes docentes , Prática pedagógica , Educação física , Educação infantil