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Previous issue date: 2015-08-06 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / From the identification of important moments in the personal life story and professional about dance teachers as dancers, teachers and academics from dance course or physical education, this research presents the objective understand through reports of teachers how those moments influence their teaching constitution in view of its entirety. It brings in its theoretical framework relevant authors on subject: Catanante (2000), Dantas (1999), Freire (2013), Josso (2004), Marques (2010), N?voa (1992), Palmer (2012), Strazzacappa and Morandi (2012), Tardif (2002). Through methodological qualitative approach, was used as information collection instrument the semi interview structured that was performed individually with nine teachers belonging to two dance schools. The analysis and interpretation of information were made through by Discursive Textual Analysis proposed by Moraes and Galiazzi (2011). The results of this research pointed out as moments of the trajectory of the interviewed as dancers and teachers. Become more present influences in their speeches: the marks left by teachers who passed through the lives of the interviewees who have become references in make in their teaching, both in teaching and in established relationships, as well as "put themselves" in place of the students because they have gone through similar situations.Entry into the teaching took intrinsically related to their career in the dance, and the taste for teaching the subject narrated more strongly about that choice. The meaning of teaching is linked to the passion for this profession, as well as the "matter" taught: the dance. The academic backgrounds, although different, have become important in the lives of teachers, providing moments of reflections about the body, dance, their students and their own teaching, bringing singularities as the courses offered in each course. With the teaching practice, knowledge were built: by validating their knowledge by "trial and error", managing to deal with the unexpected; improvement of interpersonal relations as well as characteristics considered important for teaching; handling facilities and difficulties encountered in dance education. Over the reports, it became clear that, while the teacher of dance is constituted teacher, denounces its constitution as a person from the perspective of a whole (dimensions: social, emotional, spiritual and rational) identifying the I that Being who teaches dance. / A partir da identifica??o de momentos marcantes na trajet?ria de vida pessoal e profissional de professores de dan?a enquanto dan?arinos, professores e acad?micos do curso de Dan?a ou de Educa??o F?sica, esta pesquisa apresenta, como objetivo, compreender por meio de relatos dos professores de que forma esses momentos influenciam na sua constitui??o docente na perspectiva de sua integralidade. Traz, em seu referencial te?rico, relevantes autores sobre a tem?tica: Catanante (2000), Dantas (1999), Freire (2013), Josso (2004), Marques (2010), N?voa (1992), Palmer (2012), Strazzacappa e Morandi (2012). Por meio da abordagem metodol?gica qualitativa, utilizou-se como instrumento de coleta de informa??es a entrevista semiestruturada, realizada individualmente com nove professoras pertencentes a duas escolas de dan?a. A an?lise e a interpreta??o das informa??es foram realizadas por meio da An?lise Textual Discursiva proposta por Moraes e Galiazzi (2011). Os resultados dessa investiga??o apontaram momentos significativos da trajet?ria das entrevistadas como dan?arinas e professoras. Tornam-se influ?ncias mais presentes em suas falas: as marcas deixadas por professores que passaram pelas vidas das entrevistadas que se tornaram refer?ncias no fazer em suas doc?ncias, tanto no ensino como nas rela??es estabelecidas, assim como o ?se colocarem? no lugar dos alunos por terem passado por situa??es semelhantes.A entrada na doc?ncia se deu relacionada de forma intr?nseca a sua trajet?ria na dan?a, sendo o gosto por ensinar o motivo narrado de forma mais acentuada quanto a essa escolha. O significado da doc?ncia se vincula ? paix?o por essa profiss?o, assim como pela ?mat?ria? ensinada: a dan?a. As forma??es acad?micas, apesar de diferentes, tornaram-se importantes na vida das professoras, proporcionando momentos de reflex?es sobre o corpo, a dan?a, seus alunos e a pr?pria profiss?o, trazendo singularidades conforme as disciplinas oferecidas em cada curso. Com a pr?tica docente, saberes foram constru?dos: por meio da valida??o de seus conhecimentos por ?tentativa e erro?, conseguindo lidar com o imprevisto; melhora das rela??es interpessoais assim como de caracter?sticas consideradas importantes para a doc?ncia; lidando com facilidades e dificuldades encontradas no ensino da dan?a. Ao longo dos relatos, evidenciou-se que, ao mesmo tempo em que o professor de dan?a se constitui professor, denuncia sua constitui??o enquanto pessoa na perspectiva de sua integralidade (dimens?es: social, emocional, espiritual e racional) identificando o Eu desse Ser que ensina a dan?a.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6345 |
| Date | 06 August 2015 |
| Creators | Jesus , Caroline Kummer de |
| Contributors | Portal , Leda Lisia Franciosi |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Faculdade de 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: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, 600, 600, 600, 600, -3459865808041894734, -240345818910352367, -2555911436985713659 |
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