Made available in DSpace on 2014-12-17T14:36:33Z (GMT). No. of bitstreams: 1 MoysesSF_DISSERT.pdf: 1300536 bytes, checksum: 87419e301fa26c30d7daf18b36a60b62 (MD5) Previous issue date: 2011-11-17 / Over time the Physical Education on IFRN has considered the sport as the only possibility of pedagogical action. In the purpose of investigating the aspects that determine this condition, this study aimed the context of physical education within the institutional framework and its current perspectives in the process of institutional transformation. In this sense, were addressed the following study questions: What political pedagogical aspects that influenced the context of Physical Education on IFRN and how the pedagogical experience on Mossoro s campus incorporated the perspectives of curricular proposals transformation for the High School and the theoretical changes of the Brazilian Physical Education. Methodologically the work was based on a qualitative approach characterized as a descriptive- comparative research. The technique of discourse analysis was employed in the speech of research collaborators having as categories of analysis the professional activities time in the institution; The ratio of official use of the assumptions to the pedagogical practice of Physical Education in IFRN; The sport in the education process of students and The Prospects of Physical Education in the current configuration of IFRN. The data analysis allowed us to infer that the theoretical methodology of pedagogical practice of Physical Education in IFRN need to be reformulated and that it is necessary a contextualization with the curricular principles of the political institutional pedagogical project and with the Curriculum Guidelines for Secondary Education. The teaching experience developed in the Mossoro s Campus was contextualized with the national curriculum guidelines for secondary education and the theoretical changes of the Brazilian Physical Education. We conclude that it is necessary a collective action of the group of teachers to transform the educational profile of Physical Education of IFRN, beyond the institutional support to be able to consolidate the physical education curriculum component in the current dimensions of society, human being, education, science, technology and work, proposed by the philosophical principles and epistemological political project of IFRN educational / Ao longo do tempo a Educa??o F?sica no IFRN tem considerado o esporte como ?nica possibilidade de a??o pedag?gica. No proposito de investigar os aspectos que determinaram tal condi??o, este trabalho objetivou analisar o contexto da Educa??o F?sica no ?mbito institucional e suas perspectivas atuais no processo de transforma??o institucional. Nesse sentido, foram abordadas as seguintes quest?es de estudo: Quais os aspectos politico pedag?gicos que influenciaram o contexto da Educa??o F?sica no IFRN e Como a experi?ncia pedag?gica no campus Mossor? se integrou ?s perspectivas de transforma??o curriculares propostas para o Ensino M?dio e as transforma??es te?ricas da Educa??o F?sica brasileira. No plano metodol?gico o trabalho fundamentou-se na abordagem qualitativa de investiga??o caracterizando-se como uma pesquisa descritivo-comparativa. A t?cnica de An?lise do Discurso foi empregada nas falas dos colaboradores da pesquisa tendo como categorias de an?lise o tempo de atua??o profissional na institui??o; A rela??o de aplica??o dos pressupostos oficiais com a pr?tica pedag?gica da Educa??o F?sica no IFRN; O esporte no processo de forma??o dos educandos e As perspectivas da Educa??o F?sica na atual configura??o do IFRN. A an?lise dos dados nos possibilitou inferir que os pressupostos te?ricos metodol?gicos da pratica pedag?gica da Educa??o F?sica no IFRN precisam ser reformulados e que se faz necess?rio a sua contextualiza??o com os princ?pios curriculares do projeto pol?tico pedag?gico institucional e com as Orienta??es Curriculares para o Ensino M?dio. A experi?ncia pedag?gica desenvolvida no Campus Mossor? esteve contextualizada com as diretrizes curriculares nacionais para o Ensino M?dio e com as transforma??es te?ricas da Educa??o F?sica brasileira. Conclu?mos que se faz necess?rio uma a??o coletiva do grupo de professores para transformar o perfil pedag?gico da Educa??o F?sica do IFRN al?m do respaldo institucional para que seja poss?vel consolidar a Educa??o F?sica como componente curricular nas atuais dimens?es de sociedade, ser humano, educa??o, ci?ncia, tecnologia e trabalho propostos pelos princ?pios filos?ficos e epistemol?gicos do Projeto pol?tico pedag?gico do IFRN

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-07T14:01:52Z No. of bitstreams: 1 Francisca Monteiro.pdf: 2307568 bytes, checksum: 6122bcd604d10ab8f17c4023b345161b (MD5) / Made available in DSpace on 2015-05-07T14:01:52Z (GMT). No. of bitstreams: 1 Francisca Monteiro.pdf: 2307568 bytes, checksum: 6122bcd604d10ab8f17c4023b345161b (MD5) Previous issue date: 2013-12-09 / Nenhuma / A resolução do CNE/CP nº 2 de 2002, que especifica a Prática como Componente Curricular (PCC), se impõe e desafia os professores formadores. Para compreender essas atividades de práticas, que se desenvolvem nos cursos de licenciaturas, este trabalho investigativo, inserido no campo da pesquisa sobre formação docente, objetivou investigar a prática pedagógica na forma de componente curricular do Curso de Licenciatura em Biologia do IFPI campus Floriano, postulando verificar o delineamento dessas 400h de PCC no projeto pedagógico do curso e, nesta perspectiva, compreender se essas atividades são elementos articuladores entre teoria e prática e qualificadores da formação inicial e da (futura) ação docente. A pesquisa empreendida esteve alicerçada na abordagem qualitativa, configurando-se como um estudo de caso. Para compreender o objeto investigado, foi necessário utilizar vários instrumentos, como: análise documental, com objetivo de saber como as 400h de PCC estão contempladas no projeto pedagógico do curso; entrevista semiestruturada com três docentes do IV período do referido curso; grupo focal com cinco alunos desse mesmo período, para coletar as contribuições deles; e observação livre, registrada em forma de notas de campo, de um evento denominado “seminário de contextualização”. Os principais teóricos que embasaram esse estudo foram: García (1999); Rios (2010); Cunha (1989,1998,2008); Lucarelli (2009); Freire (1996); Sousa Santos (1987); e outros. Entre os principais resultados, revelo que o projeto pedagógico do curso investigado atende e ultrapassa a carga horária prevista na Resolução supracitada; o conjunto das atividades, (incluindo as do seminário de contextualização), desenvolvidas e experienciadas, com as horas da PCC, no percurso formativo do licenciando, busca de maneira própria promover uma relação mais próxima entre teoria e prática, em que professores e alunos são protagonistas desse fazer; tais práticas também promovem a aproximação da Instituição formadora com o Ensino Básico, e do modo como são pensadas e desenvolvidas, nesse contexto, melhor qualificam a formação inicial docente. / The resolution of the CNE/CP nº 2 of 2002, which specifies the Practice as Curricular Component (PCC), is imposed and challenges teacher’s trainers. To understand these practical activities, which develop in the Undergraduate courses, this investigative work, inserted in the field of research on teacher education, aimed to investigate the pedagogical practice in the form of curricular component of the Degree course in biology of the IFPI campus Floriano, postulating these randomized 400 h check of MCP in the pedagogic project of the course and, with this in mind, understand whether these activities are elements articulators between theory and practice and qualifiers of initial formation and the (future) teachers' action. The research undertaken was based on a qualitative approach, configuring itself as a case study. To understand the object under investigation, it was necessary to use various instruments, such as: document analysis, inorder to know how the 400 h of PCC are contemplated in the pedagogical project of the course; semi-structured interview with three teachers of the fourth period of that course; focus group with five students of that period, to collect their contributions; to collect their contributions; and free observation, recorded in the form of field not es, an event called "seminar of contextualization". The main theorists who paved the way this study were: García (1999); Rivers (2010); Wedge (1989, 1998.2008); Lucarelli (2009); Freire (1996); Sousa Santos (1987); and others. Among the main results, reveal that the pedagogic project of the course investigated meets and surpasses the anticipated workload in the above-mentioned Resolution; the set of activities, (including contextualization seminar), developed and experienced, with the hours of the PCC, in the course of training, licensing, seeking own way promoting a cl oser relationship between theory and practice, in which teachers and students are protagonists of this do; such practices also promote rapprochement of the former institution with basic education; and, how are designed and carried out, in this context, better qualify teachers' initial formation.