Name: RODRIGO LEMA DEL RIO MARTINS
Publication date: 27/11/2015
Advisor:
Name |
Role |
|---|---|
| ANDRÉ DA SILVA MELLO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ANDRÉ DA SILVA MELLO | Advisor * |
| SILVANA VENTORIM | External Examiner * |
| WAGNER DOS SANTOS | Internal Examiner * |
Summary: The general objective of this dissertation is to analyze the actions taken by Institutional Program Initiation Scholarships for Teaching in Physical Education of the Federal University of Espirito Santo (Pibid/EF) the training of teachers turned to acting in Early Childhood Education. The specific objectives are: a) produce a state of knowledge , through the analysis of periodics physical education, on teacher training for early childhood education and the Pibid in the annals of the Brazilian Sports Science Congress (Conbrace); b) discuss the formation process undertaken by Pibid/EF, in dialogue with its guiding assumptions; c) analyze the pedagogical practices of initiation scholarship to teaching and teacher-supervisor by Pibid/EF, in a Municipal Center for Child Education in Vitória / ES , considering the concept of childhood and child that guides the program. The study is organized so that each specific objective corresponds to a chapter/article with its own methodology, performed by means of indicators bibliometrical (FERREIRA, 2002), that were produced after the analysis of six scientific journals in the field and two annals of Conbrace (2011-2013). The chapter discusses the training undertaken by Pibid adopts Action Research Collaborative (IBIAPINA, 2008) and used for the production of data, participant observation, recorded in a field diary plus textual and oral narratives built with the stock. The article examines the pedagogical practices mobilizes participatory methodology with children (FERREIRA; SARMENTO, 2008), using a enunciation of children, characterized by speech in act, to photographic records of teaching practices and drawings produced by children. The review process triangulates data from different sources interacting with the theoretical assumptions underlying the dissertation. The panorama of how the academic debate has been constituted around the Pibid and training of physical education teachers focused on early childhood education gap shows how the articulation of these two themes. The analyzed data point to a convergent training process with the assumptions that guide the program, WHERE the teaching practices and research, established the collaborative relationship between the University and Basic Education, contributed to realization of a childhood conception that considers children as producers of culture and actors in the teaching-learning processes developed with Physical Education. In addition to the actions taken by Pibid , notes that the success of targeted training by the program is subject to the self-training process in which the involvement of subjects involved and the sense of belonging are key assumptions.
