Nombre: AMARILTON CESAR NASCIMENTO LIMA
Fecha de publicación: 27/07/2016
Supervisor:
Nombre |
Papel |
|---|---|
| FELIPE QUINTÃO DE ALMEIDA | Advisor * |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| FELIPE QUINTÃO DE ALMEIDA | Advisor * |
| IVAN MARCELO GOMES | Internal Examiner * |
| MARCÍLIO BARBOSA MENDONÇA DE SOUZA JUNIOR | External Examiner * |
Sumario: This work seeks to analyze the dynamic process of building agreements about a curricular orientation of the Physical Education knowledge area in a Municipal Teaching Network, whose conception is expressed to the community involved, formally, through an artifact (guideline, proposal, orientation, Curriculum or curriculum basis). In order to find evidence to help us construct answers to the following questions: What role does a curricular guideline have in the current context? Is it necessary, or is it possible, a curricular orientation, given the plurality of pedagogical conceptions at stake in the field of contemporary school physical education? The analysis of the construction, as well as the repercussion of this proposal was made through a field study, which involved: participation in the meetings of continuing education of Physical Education teachers offered by the Municipal Education Department; A semi-structured interview with five teachers participating in the training, the two training coordinators involved in the construction and implementation of the curricular proposal, two advisors from the University hired to elaborate the guideline and the representative of the Municipal Education Department who coordinated the entire process of document construction Of the municipal curricular guidelines. We opted for the attempt to operate content analysis as indicated by Bardin (2009) and Souza Júnior et al. (2010), as a possibility of interpretation of data in qualitative research in the area of PE. We operate a sociological analysis of this process from the reading keys proposed by Bauman (1998, 2001, 2010) and Habermas (2000, 2004). From this reflection we can indicate that there are phenomena identified as pluralism, hybridism or conceptual syncretism in the area of Physical Education, fruit of the different formative traditions of the subjects, which complicate the dialogue around the curriculum. This leads to such guidelines for more "legislative" proposals (Bauman, 2010), making it difficult for many to relate theory and practice.
