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Previous issue date: 2005-10-07 / The present study comes from inquietudes of an investigative posture assumed by a Physical Education Graduation Professor, before her educative action with undergraduate teachers. The research was done with 16 (sixteen) Kindergarten and Elementary School teachers, who teach at public schools. The referred teachers are undergraduate students of the Graduating Normal Course at Superior Educational Institute President Kennedy, in Natal/RN. The analysis and discussion of the intertwining of knowledge, within the four Pillars of Education, at the Fountain of Knowledge , is a metaphor, especially created for this study, as for its epistemological and methodological structure, guiding all the investigative process. It provided to show up the repercussion of bathing and drinking these humanizing waters of a pedagogical practice that values the Being, aiming his self-transcendence. The conclusions obtained were the following: 1) The professor, while bathing himself in the Fountain of Life Knowledge, reflects his personal and professional life, recalling feelings and emotions that through time were forgotten, but as they were remembered and lived again, impulse people towards humanity. 2) While bathing himself at the Fountain of Life Knowledge, the professor realizes he is awoken to humane knowledge, caring about his practices, which he develops in the classroom. Practices he considers the learning of knowing, of doing, of living together, and of learning how to be, having and integrated form on the Being. 3) When the worries about the developing of the Being exist coming from the undergraduate teacher there is a practice the shows up the web of corporeity knowledge knowing how to play, how to create, how to feel, how to think, and how to humanize. 4) The presence of the professional of Physical Education, with knowledge and experience of the budgets of corporeity, is essential in the process of graduating the Kindergarten and first years of Elementary School undergraduate teacher, for he, the former, has a huge responsibility as to the learning and developing of the educational process the humanizing developing of the Being In a proposal of education that occurs through the whole life. 5) The Professional of Physical Education has positions to conquer, for the existent gap in the educational process, as for the understanding of the body and of corporeity in the perspective of totality, urges to be modified in name of another mankind, with full humanity / O presente estudo ? oriundo de inquieta??es de uma postura investigativa assumida por uma Professora Formadora de Educa??o F?sica, perante sua a??o educativa com professores em forma??o. A pesquisa foi realizada com 16 (dezesseis) professores de Educa??o Infantil e anos iniciais do Ensino Fundamental que lecionam em Escolas da Rede P?blica de Ensino. Os referidos professores s?o alunos do Curso Normal Superior do Instituto de Educa??o Superior Presidente Kennedy , Natal/RN. A an?lise e discuss?o do entrela?amento dos saberes atrav?s dos quatro Pilares da Educa??o, na Fonte dos Saberes da Vida, met?fora especialmente criada para este estudo como estrutura epistemol?gica e metodol?gica norteadora de todo processo investigativo, propiciou evidenciar a repercuss?o do banhar-se e do beber nessas ?guas humanescentes de uma pr?tica pedag?gica que valoriza o Ser, rumo a sua autotranscend?ncia. As conclus?es apontadas pelo estudo foram as seguintes: 1) O professor, ao banhar-se na fonte dos Saberes da Vida reflete acerca de sua vida, pessoal e profissional, resgatando sentimentos e emo??es que ao longo do tempo foram sendo esquecidos , mas que ao serem relembrados e vividos os impulsiona para a humanesc?ncia. 2) Ao banhar-se na fonte dos saberes da vida, o professor reconhece que ? despertado para os saberes humanescentes, passando a ter uma preocupa??o com a pr?tica que desenvolve em sua sala de aula. Pr?tica que considera o aprender a conhecer , aprender a fazer , aprender a conviver e aprender a ser de forma integrada no Ser. 3) Quando existe, por parte do professor em forma??o, a preocupa??o com o desenvolvimento do Ser, h? uma pr?tica que evidencia a teia dos saberes da corporeidade saber brincar , saber criar , saber sentir , saber pensar e saber humanizar-se . 4) A presen?a do profissional da Educa??o F?sica com conhecimento e viv?ncia dos pressupostos da corporeidade, ? de fundamental import?ncia no processo de forma??o de professores do Ensino Infantil e anos iniciais do Ensino Fundamental, pois ele tem uma grande responsabilidade no desenvolvimento de uma educa??o para o desenvolvimento humanescente do Ser, em uma proposta de educa??o que ocorra ao longo de toda a vida. 5) O profissional de Educa??o F?sica tem um espa?o a conquistar, pois a lacuna existente no processo educacional em rela??o a compreens?o de corpo e da corporeidade na perspectiva da totalidade, urge ser transformada em nome de uma outra humanidade, plena de humanesc?ncia
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14210 |
| Date | 07 October 2005 |
| Creators | C?mara, Tereza Cristina Bernardo da |
| Contributors | CPF:61926515540, http://lattes.cnpq.br/2826378188128750, Alves, Gilberto Luiz, CPF:04387384115, http://lattes.cnpq.br/0346629830466627, Alves, Jefferson Fernandes, CPF:40692345434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6, Silva, Pierre Normando Gomes da |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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