Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-28T01:23:38Z No. of bitstreams: 1 Disserta??o Michael Daian Pacheco Ramos - PPGE - Mestrado em Educa??o.pdf: 776341 bytes, checksum: b7361da0f632d5e036c494f90f3c2276 (MD5) / Made available in DSpace on 2015-07-28T01:23:38Z (GMT). No. of bitstreams: 1 Disserta??o Michael Daian Pacheco Ramos - PPGE - Mestrado em Educa??o.pdf: 776341 bytes, checksum: b7361da0f632d5e036c494f90f3c2276 (MD5) Previous issue date: 2014-05-06 / The study is part of research trying to understand the training process of students in Physical Education. Focuses the organization of educational work of PE teachers. For its realization, we start from the following scientific problem: under what pedagogical proposition of physical education teachers have been organizing their educational work and what degree of consistency, according to its design, between the theoretical and pedagogical foundations established and materialized in his practice? The overall objective was to analyze under what pedagogical proposition Physical Education teachers have been organizing their educational work and what degree of consistency between what is said and accomplished. We conducted interviews with two ( 2 ) teachers in a public school in Feira de Santana, Bahia and observed two units Term class between August and December 2013. We found that pedagogical theory that guides the Political Pedagogical Project refers to pedagogy "seize grasp," also found that this pedagogical theory manifested in the syllabus of two professors analyzed. Regarding the pedagogical approach to physical education teacher identified that 1 in your lesson plan presents elements of developmentalist approach, but in their educational action does not present an organization of the teaching and learning process, minimally unaware of the theoretical and methodological foundations that guides their practice as well as the pedagogical approach that guides his class. Have the teacher 2 shows an inconsistency between the approach she says guides her classes, and the Constructivist approach that actually materializes in their classes, the Health Promotion Therefore, the Physical Education classes observed on the theoretical frameworks presented (approaches developmental, constructivist and Health Promotion) do not present great possibilities for development and raising the cultural standard of the students, as they seek to explain the phenomenon of body culture (game, sport, fight, dance, gymnastics, among others) limiting the size technique, the biomechanical movement, biologization of human movement. / O estudo se insere entre as pesquisas que buscam compreender o processo de forma??o dos estudantes na Educa??o F?sica escolar. Tem como objeto a organiza??o do trabalho educativo dos professores de Educa??o F?sica. Para a sua realiza??o, partimos do seguinte problema cient?fico: sob qual proposi??o pedag?gica da educa??o f?sica os professores v?m organizando seu trabalho educativo e qual o grau de coer?ncia, de acordo com sua concep??o, entre os fundamentos te?rico-pedag?gicos estabelecidos e os materializados em sua pr?tica? O objetivo geral foi analisar sob qual proposi??o pedag?gica da Educa??o F?sica os professores v?m organizando seu trabalho educativo e qual o grau de coer?ncia entre o dito e o cumprido. Realizamos entrevista com dois (2) docentes de uma escola p?blica estadual do munic?pio de Feira de Santana-Bahia e observamos duas unidades letivas entre agosto a dezembro de 2013. Identificamos que a teoria pedag?gica que orienta o Projeto Pol?tico Pedag?gico refere-se ? pedagogia do ?aprender a aprender? e constatamos tamb?m que esta teoria pedag?gica se manifesta nos planos de ensino dos dois docentes analisados. No que se refere ? abordagem pedag?gica da Educa??o F?sica identificamos que o docente A em seu plano de aula apresenta elementos da abordagem Desenvolvimentista, por?m na sua a??o educativa n?o apresenta uma organiza??o do processo de ensino e aprendizagem, desconhecendo os fundamentos te?rico-metodol?gicos que orientam sua pr?tica, bem como da abordagem pedag?gica que orienta sua aula. J? o docente B apresenta uma incoer?ncia entre a abordagem que diz orientar suas aulas (a Construtivista) e a abordagem que de fato materializa a Promo??o da Sa?de. Portanto, as aulas de Educa??o F?sica observadas sobre os referenciais te?ricos apresentados (abordagens Desenvolvimentista, Construtivista e Promo??o da Sa?de) n?o apresentam grandes possibilidades para o desenvolvimento e a eleva??o do padr?o cultural dos estudantes, pois procuram explicar o fen?meno da cultura corporal (jogo, esporte, luta, dan?a, gin?stica, dentre outros) limitando-se ? dimens?o t?cnica, ao movimento biomec?nico, a biologiza??o do movimento humano.