Nombre: ROSILÉIA PERINI
Fecha de publicación: 29/03/2016
Supervisor:
Nombre |
Papel |
|---|---|
| VALTER BRACHT | Advisor * |
Junta de examinadores:
| Nombre |
Papel |
|---|---|
| UEBERSON RIBEIRO ALMEIDA | External Examiner * |
| VALTER BRACHT | Advisor * |
| ZENÓLIA CHRISTINA CAMPOS FIGUEIREDO | Internal Examiner * |
Sumario: 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.
