Nombre: JEAN CARLOS FREITAS GAMA
Fecha de publicación: 08/06/2018
Supervisor:
Nombre |
Papel |
|---|---|
| OMAR SCHNEIDER | Advisor * |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| OMAR SCHNEIDER | Advisor * |
| RENATA DUARTE SIMOES | External Examiner * |
| WAGNER DOS SANTOS | Internal Examiner * |
Sumario: This dissertation dedicated to understand, trough the pratices daily, remembered by tutors and group sholarship holder graduates, the constitution historic to the group PET Physical Education, between 1994 and 2017. In this sense, we seek to understand what formtive proposals if constituted in diferente times in the program. Oriented by a perpective to Cultural-History (CHATIER, 2002), the work is organizing in three chaptres that dialogue betwwen them around the object central. Uses the authors as Bloch (2001), Le Goff (2012b), Certau (2002), in the historic field, and Charlot (2000), in the education field, to make sense to the object and the sources that allow US to unveils it. As sources, makes use of the acquis of materials located in the room of the PET EF and the Cefd/Ufes, productions of the group, documents external documents of regulation and legislation and the memories of the tutors and sholarship holder graduates. In the first chapter, from the critical documental (BLOCH, 2001), analyzed the trajectory of the group, dismounting the documentsmonuments (LE GOFF, 2012b) and others sources located. We realize that the program made many activities and suffered several changes, passing of Special Program Training to Special Program Tutorial. In addition, the PET EF developed in the midst of struggles representation and resisted with tatics in front of the strategies imposed. In the second chapter, we understand the struggles of representations of the formation projects assumed in the historical trajectory of the group, through the narratives of the tutors' memories, we realized that there were different formative projects designed for PET Physical Education and that the place occupied by research, teaching and extension marked the characteristics of the activities and training provided by the program. In the third and last chapter, we discuss the meanings attributed by the graduating students to the practices and experiences they experience, as well as their implications for their academic, professional and social formation. The possible impacts of PET EFon the training of its graduates were revealed in the centralities of their narratives and demonstrated the appropriation of different knowledge. In addition, we noticed that the vast majority of respondents entered the labor market after their passage through PET EF.
Keywords: PET. Formation. Physical Education.
