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Previous issue date: 2013-03-04 / This thesis has its focus on Physical Education in Youth and Adult Education (Educa??o de Jovens e Adultos EJA), based on a field research with teachers from municipal schools of S?o Leopoldo, Rio Grande do Sul. According to LDB n? 9.394/96, physical education is a subject appurtenant to basic education. However, in Youth and Adult Education there several possibilities of exemption. Yet, physical education is offered as curriculum in schools from S?o Leopoldo. Understanding that this subject, along with the others, may contribute to the formal education process, we pursue its comprehension from the following research problem: how teachers conceive and perform their pedagogical practice grounded in their knowledge and understanding about educational needs of their students in the Youth and Adult Education?We seek in the theoretical basis some approaches to Youth and Adult Education, Contributions from Paulo Freire, physical education and School and Teacher's Instruction and Knowledge. The research design was a discussion group. There were four meetings with the teachers, where have been discussed topics related to our goals. As a complementary tool we use observation in loco along with a field diary and document analysis, as well as interviews with the EJA coordinator from S?o Leopoldo and with physical education teachers who are supervisors in schools. From our analysis, we set three categories: being EJA teacher ; becoming a teacher; physical education: understandings and collective works . This research allowed us to understand that teaching in EJA is a challenge related to a incipient formation and to the need of comprehend who is our student. Some teachers propose ideas that rise possibilities to a teaching practice that answer the students' needs. We understood that dialogue in the pedagogical practice of some physical education teachers in EJA was fundamental to the success of their classes / Esta tese de doutorado tem como foco a Educa??o F?sica na Educa??o de Jovens e Adultos (EJA), a partir do trabalho de campo realizado junto aos professores da Rede Municipal de Ensino de S?o Leopoldo, munic?pio do Rio Grande do Sul. A educa??o f?sica, segundo a LDB n? 9.394/96, ? uma disciplina integrante da educa??o b?sica, por?m na EJA s?o v?rias as possibilidades de dispensa. Mesmo assim, a educa??o f?sica ? oferecida como componente curricular nas escolas de S?o Leopoldo. Partindo do entendimento que a educa??o f?sica, no conjunto com as outras disciplinas do curr?culo, pode colaborar no processo de uma educa??o formal realizado na escola, buscamos a sua compreens?o a partir do seguinte problema de pesquisa: Como os professores de educa??o f?sica concebem e realizam as suas pr?ticas pedag?gicas alicer?ados na sua forma??o e na compreens?o das necessidades educativas dos estudantes da EJA?Iniciamos o trabalho com o referencial te?rico, buscando aproxima??es ? tem?tica com os temas Educa??o de Jovens e Adultos, Contribui??es de Paulo Freire, Educa??o F?sica e escola e Forma??o e saberes docentes. O delineamento da pesquisa se deu a partir do Grupo de Discuss?o como m?todo. Realizamos 4 encontros com os professores, possibilitando a discuss?o de v?rias tem?ticas pertinentes aos objetivos tra?ados. Como instrumento complementar utilizamos a observa??o participante com os devidos registros em di?rio de campo e a an?lise de documentos. Utilizamos, tamb?m, entrevistas com a coordenadora da EJA do munic?pio de S?o Leopoldo e com as professoras de educa??o f?sica que exercem o cargo de supervis?o nas escolas. A partir da an?lise constru?mos tr?s grandes categorias de an?lise: Ser professor da EJA, Formando-se professor e Educa??o F?sica: entendimentos e trabalhos coletivos.A presente investiga??o permitiu compreender que lecionar na EJA ? um desafio que perpassa pela necessidade de entendimento de quem ? o aluno que frequenta os bancos da EJA e por uma forma??o que ainda ? incipiente. Alguns professores prop?em alternativas que iluminam possibilidades de uma pr?tica docente que atende as necessidades dos alunos. Foi poss?vel compreender que a presen?a do di?logo na a??o pedag?gica de alguns professores de Educa??o F?sica na EJA foi fundamental para o sucesso das aulas.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3749 |
| Date | 04 March 2013 |
| Creators | Pereira, Ricardo Reuter |
| Contributors | Santos, Bettina Steren dos |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
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