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Forma??o colaborativa em educa??o f?sica : do isolamento docente ? colabora??o entre pares / The collaborative apprenticeship model in physical education: from isolation to peer collaborationBastos, Fabio Bernardo 29 August 2014 (has links)
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Previous issue date: 2014-08-29 / teachers and their professional development in line with the advances and innovations in
their areas. Despite their efforts, the actions of the federal government are constrained by
fragmentation and disarticulation of continuous training proposals organized by states and
municipalities, making the actions limited to the bureaucratic management processes,
deadlines and targets disconnected from the real needs of the school. Several studies have
identified the continuous training activities are still held by classical and traditional
patterns. The introduction of innovative models is limited by the absence of systematic,
intentional, coordinated and continuous policies. Continuous training must include
pleasurable experiences for the unveiling of new ways of being, thinking and feeling,
seeking personal and professional development of teachers. The objective of this research
was to analyze the development of a collaborative educational project with physical
education teachers, aiming to describe the collective creation process, the effects perceived
by teachers to their personal development, as well as the methodological impact on teaching
and learning. The research is characterized as descriptive, from an action research model in
collaborative context. The collaborative training was attended on average by 35 physical
education teachers of municipal school system of Rio de Janeiro. The training process
included the selection of subject in which teachers found greater need (technology in
physical education classes) and was carried out in monthly meetings for eight months.
Teachers read scientific texts, discussed collaborative planning strategies, presented
pedagogical intervention projects and reported experiences implemented in school. The
data were interpreted through observation and field records of the training workshops, and
content analysis of interviews with teachers at the end of training. The results showed that
the collaborative training had potential to mobilize teachers to interactionist and dialogical
attitudes; provided articulation of theoretical and practical knowledge that are fundamental
to the intentionality of educational action; allowed the teachers assume the role of
producers of knowledge and pedagogical practices; raised awareness the teacher to place
the student as a central element in the teaching-learning. Also observed were limiting
factors to collaboration, as lack of teacher habits to read / study / written, number of
participants and degree of socialization among peers. However, the manifestations of
teachers during the collaborative process, even if not common to all, mobilized
metacognitive processes and encouraged teachers to adopt alternative teaching strategies.
Collaborative training encourages the debate on the need to listen to the teacher's needs,
allow the free expression of their knowledge, fears, anxieties, providing new learning
through reflection and collaborative and emancipated shares that promote professional
development / A forma??o continuada deve contribuir para a melhoria das condi??es de trabalho dos
professores e seu aprimoramento profissional consoante os avan?os e inova??es em suas
?reas. Apesar dos esfor?os empenhados, as a??es no ?mbito federal sofrem por conta da
fragmenta??o e desarticula??o das a??es de forma??o organizadas por Estados e Munic?pios,
restringindo suas a??es ? utiliza??o de instrumentos de gest?o de processos, prazos e metas
desgarradas das necessidades do ch?o da escola. Diversos estudos identificam que as a??es de
forma??o continuada ainda s?o realizadas mediante modalidades cl?ssicas e tradicionais. A
introdu??o de modelos inovadores esbarra na aus?ncia de pol?ticas formativas sistem?ticas,
intencionais, articuladas e cont?nuas. A forma??o continuada deve permitir experi?ncias
prazerosas para o desvendar de novas formas de ser, pensar e sentir, visando o
desenvolvimento pessoal e profissional do professor. O objetivo desta pesquisa foi analisar o
desenvolvimento de um projeto de forma??o colaborativa de professores de educa??o f?sica,
visando descrever a constitui??o coletiva do processo, os efeitos percebidos pelos professores
para a sua forma??o pessoal, bem como os impactos metodol?gicos no ensino-aprendizagem.
A pesquisa se caracteriza como descritiva, a partir de um modelo de pesquisa-a??o em
contexto colaborativo. A forma??o colaborativa foi frequentada em m?dia por 35 professores
de educa??o f?sica da rede municipal de ensino do Rio de Janeiro. O processo de forma??o
abrangeu a sele??o de tema em que os professores identificaram maior necessidade
(tecnologias nas aulas de educa??o f?sica) e foi realizado em encontros mensais, durante oito
meses. Os professores foram envolvidos em leituras de textos cient?ficos, discuss?es e
planejamento coletivo, apresenta??o de projetos de interven??o pedag?gica e relato das
experi?ncias concretizadas na escola. Os dados foram interpretados por meio de observa??o e
registros de campo das reuni?es de forma??o e an?lise de conte?do de entrevistas realizadas
com os professores ao final da forma??o. A forma??o colaborativa configurou possibilidades
e potencial baseados na anima??o de atitudes interacionistas e dial?gicas entre os professores;
na articula??o de conhecimentos te?ricos e pr?ticos afirmantes da intencionalidade do ato
educativo; no protagonismo de (re)cria??o e/ou (re)constru??o de saberes e pr?ticas
pedag?gicas; e em pr?ticas de ensino que sensibilizaram o professor em colocar o aluno como
elemento central no ensino-aprendizagem. Alguns elementos limitantes como h?bitos de
leituras/estudo/escrita dos professores, quantitativo de participantes e grau de socializa??o
entre pares foram observados como elementos restritivos ao trabalho colaborativo. Ainda
assim, as manifesta??es observadas em distintos grupos de professores durante o processo
interativo, mesmo que n?o comuns a todos, refletiram perspectivas de realiza??o
congnoscitiva e interventiva no processo colaborativo. A perspectiva de forma??o
colaborativa incita o debate sobre a necessidade de escutar as necessidades cotidianas do
professor, de permitir a livre express?o sobre seus conhecimentos, medos, ang?stias,
proporcionando novas aprendizagens atrav?s de momentos de reflex?o e de trocas
colaborativas e emancipadas e, consequentemente, seu desenvolvimento profissional
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