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Previous issue date: 2016-02-25 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Compreendendo a educa??o de forma reparadora, equalizadora e permanente como um direito de todo o indiv?duo para o exerc?cio pleno de sua cidadania, o presente trabalho discute a Educa??o F?sica enquanto componente curricular da Educa??o B?sica na Educa??o de Jovens e Adultos (EJA). Objetiva-se configurar a pr?tica docente da Educa??o F?sica, nesta modalidade, no sistema p?blico de ensino do munic?pio de Natal-RN, a partir dos seguintes objetivos espec?ficos: a) identificar o contexto em que se insere a Educa??o F?sica na EJA no munic?pio de Natal e b) descrever e problematizar como os professores de Educa??o F?sica organizam o seu fazer pedag?gico na EJA no munic?pio de Natal. Por meio do Estudo de caso qualitativo, enquanto metodologia de pesquisa, investigou-se a organiza??o curricular da Educa??o F?sica na EJA a partir da pr?tica pedag?gica dos professores deste contexto. Para tanto, foram aplicados question?rios a 15 professores do sistema de ensino do referido munic?pio no per?odo de 26 de maio a 25 de julho de 2015, organizado em tr?s etapas: 1) Identifica??o, 2) Pr?tica da Educa??o F?sica na EJA e 3) Atua??o na Educa??o F?sica na EJA. Concluiu-se que as pr?ticas pedag?gicas dos professores investigados apontam encaminhamentos para a Educa??o F?sica na EJA tais como conte?dos, objetivos educacionais, avalia??o, dura??o das aulas, metodologia de ensino, dificuldades e perspectivas para atuar neste cen?rio. Estes que corroboram, parcialmente com as orienta??es curriculares da EJA em Brasil (2002) e Natal (2008), dando indicativos de pr?ticas distintas no contexto de cada professor. Como infer?ncias identifica-se a aus?ncia de uma matriz te?rica que direcione o trabalho docente da Educa??o F?sica na EJA no munic?pio de Natal-RN; in?meras dificuldades na sistematiza??o do conhecimento e a falta de forma??o continuada dos professores. Nesta ?ltima, acredita-se que o processo de sistematiza??o das pr?ticas pedag?gicas dos professores tem origem na forma??o inicial e continuada, logo, ? urgente rever estrat?gias que promovam uma melhor discuss?o da EJA na Educa??o F?sica no munic?pio de Natal-RN, fortalecendo sua oferta na Educa??o B?sica. / Understanding education in a reparative, equalizer and permanent way, as a right of every individual to the full exercise of their citizenship, this paper studies the Physical Education as a curriculum component of Basic Education in the EJA (Youth and Adult Education). This study aimed to discuss the didactic organization of Physical Education in EJA in the public school system of Natal-RN municipality, from the following specific objectives: a) identifying the educational context in which it operates Physical Education in EJA in Natal-RN and b) describe how the Physical Education teachers organize didactically discipline in EJA in Natal-RN municipality. Through the qualitative case study we investigated the pedagogical practice of teachers in that context. To this end, questionnaires were given to 15 teachers of the municipality education system in the period from 26 May to 25 July 2015, organized in three stages: 1) identification, 2) Practice of Physical Education in EJA and 3) Performance of Physical Education in EJA. It was concluded that the pedagogical practice of teachers investigated points referrals for Physical Education in EJA, such as: content, educational goals, evaluation, length of classes, teaching methodology, problems and prospects to act in this scenario, corroborating partly with curriculum guidelines of EJA in Brazil (2002) and Natal (2008), as the context of each teacher reveals a distinct identity. As inferences were identified absence of a theoretical framework that would direct the teaching work of Physical Education in EJA in the city of Natal-RN, many difficulties in the systematization of knowledge, lack of specific continued education formation of the teachers and, in most cases, no discussion on EJA in the initial training. On the latter, it is believed that the process of organizing the pedagogical practice of teachers is closely related to the initial and continued training, so it is urgent to revise strategies that promote the debate of Physical Education in EJA in Natal-RN municipality.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21345 |
| Date | 25 February 2016 |
| Creators | Barros, Joyce Mariana Alves |
| Contributors | 23042109453, http://lattes.cnpq.br/9283008377235258, Ara?jo, Allyson Carvalho de, 01207747475, http://lattes.cnpq.br/3443942683481696, Costa, Elaine Melo de Brito, 78595312400, http://lattes.cnpq.br/6585812032940319, Soares, Marta Genu, 11704314291, http://lattes.cnpq.br/5299382052741078, Barbosa J?nior, Walter Pinheiro, 56728069453, http://lattes.cnpq.br/7532911538772143, Melo, Jos? Pereira de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O F?SICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| 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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