Nombre: BIANCA ANDREATTA SCOTTA
Fecha de publicación: 16/08/2023
Junta de examinadores:
Nombre |
Papel |
|---|---|
| AMARILIO FERREIRA NETO | Examinador Interno |
| ANDRE DA SILVA MELLO | Presidente |
| BETHÂNIA ALVES COSTA ZANDOMÍNEGUE | Examinador Externo |
| JOSE FRANCISCO CHICON | Examinador Externo |
| MARIA CECÍLIA DA SILVA CAMARGO | Examinador Externo |
Sumario: The Physical Education (PE) pedagogical practices along with the Children’s Education (CE) ones in the countryside of Espírito Santo (ES) State are this thesis’ objects of study. Such practices are focused onto two dimensions: a macro one, related to the representations of the Physical Education teachers who work with Children’s Education in nine micro regions in the state, and a micro one, targeted to the analysis of a pedagogical experience inside a district that does not use this area of knowledge together with the children’s institutions daily life. The research’s general purpose is to analyze the PE teacher’s pedagogical practices with CE in the Espírito Santo countryside through the speeches of teachers and a training experience developed in the field of supervised practice. From this general purpose, the following specific goals were spread: 1) to analyze the way make-believe games have been approached in the Brazilian Physical Education academic-scientific productions; 2) to analyze the Physical Education teachers’ speeches regarding their pedagogical practices in Children’s Education in the districts located in the state’s countryside; 3) to analyze a training experience developed in the field of the Physical Education supervised practice in the Children’s Education context, in a district in the Espírito Santo countryside that does not daily use such area of knowledge. The thesis has a multi-methodological character and articulates three research methods: the bibliographic research, the descriptive research and the collaborative research-action. Each method adopted is associated with a specific goal. The bibliographic research was used to analyze the way make-believe games have been approached in the Brazilian Physical Education academic-scientific productions. In this regard, a State of Knowledge concerning those games was produced through the analysis of theses and dissertations available in the Database of Theses and Dissertations of the Coordination of Improvement of Personal Higher Education (Capes) and articles published in the Periodicals Portal belonging to this development agency. The study stands out the plurality of authors and concepts deployed by the PE academic-scientific productions regarding the approach of make-believe playful activities in CE. Amid all this diversity, a common point was found and it is considered salutary to the area: the productions analyzed share the idea of make-believe games as playful activities, in which children can exercise their authorial practices, produce culture and have their subjectivities acknowledged and valued. Data produced in the descriptive research are used to analyze the Physical Education Teachers pedagogical practices working at Children’s Education institutions in Espírito Santo countryside. A mapping was produced in the state regarding the presence of PE in the CE context and it was analyzed the conception of childhood inherent to the pedagogical practices of those Teachers working in the institutions located in the countryside of the above-mentioned State, with focus on the make-believe games and how they deal with the children’s curricular dynamic. Semi-structured interviews were carried out with 17 teachers belonging to the nine micro regions composing the countryside of the State; they are Central Mountain, Southeast Hills, South Coast, Central South, Caparaó, Rio Doce, Central West, Northeast and Northwest. It was established that the contexts in which Teachers are inserted impact directly in the different meanings attributed to their pedagogical practices, in the conception of childhood adopted and in the way they deal with the Children’s education curricular dynamic. At last, the collaborative research-action was used to analyze a pedagogical experience developed in the subject of Physical Education supervised practice with Children’s Education, centered on the children’s engagement, on the articulation with the make-believe games, in a district in the countryside that does not use daily this area of knowledge. This experience lasted for five months and took place at children’s education institution in the district of São Gabriel da Palha, located in the central west of Espírito Santo. In this chapter, it is highlighted the importance to promote the active participation of children in the pedagogical practices, in a way to acknowledge their agencies and engagement, making the cultural productions visible throughout the process of teaching learning. Besides all that, it presents the challenges found regarding the materialization of a curriculum that collaborates with the other areas and subjects belonging to the investigated institution everyday life. In conclusion, the presence of Physical Education in the children institutions located in the countryside has been expanding in the last decades. With regard to the pedagogical practices, it is observed a plurality of theoretical and didactic-methodological perspectives that guide teachers’ actions. This plurality is the result of particularities of each context and of professional and life trajectories of the teachers interviewed. One can see, through the data analyzed, that there is no linearity in the partcipants’ speech, since their talk shows indications of a pedagogical practice that recognizes and values the authorial practices and the children’s cultural productions, as well they are tied to a maturational perspective that meets universal standards of development. In the first case, the make-believe games are highlighted as a type of resource so children can exercise their agencies and engagement. In the second one, the games and playful activities are suitable for means (methodologic strategy used to develop certain learning abilities) or as object, in which learning this playful manifestation has a self-purpose, aiming at expanding the playlist of games. In the context of collaborative research-action, it is verified the power of a supervised practice for the training of initial Physical Education teachers who seek to rescuing children from the invisibility condition and social subordination, recognizing them as individuals capable of thinking and acting for themselves in their worlds of life. This process required the trainees to shift from an adult-centric look, historically constituted in our society, to a comprehension of childhood logics from the children. As per the collaborative relations, despite the indications of an approximation between subjects and the areas of knowledge, the insertion time in the field was not enough to make the actions that break with disciplinary knowledge to be instituted.
