Afetividade e Prática Pedagógica: uma proposta desenvolvida em um curso de formação de professores de Educação Física

• Ano de defesa: 2006
• Autor(a) principal: Oliveira, Greice Kelly de
• Orientador(a): Mahoney, Abigail Alvarenga
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: afetividade; prática pedagógica; educação física; formação de professores; Henri Wallon; Afeto (Psicologia); Professores de educacao fisica > Formacao profissional; Pratica de ensino
• Palavras-chave em Inglês: Henri Wallon; affectivity; Physical education; pedagogic action
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16117

ABSTRACT The valorization of the cognition, to the detriment of the other dimensions involved in the process teaching-learning, a lot of times, it has been limiting the student's formation. Under similar fragmentary logic, in spite of the progresses in the studies and approaches of the School Physical education, no rare, they are found professionals that restrict their contribution perspectives to the education process, to the physical and motor development. It is, specifically, the problem regarding the lack of valorization of the affectivity in their integration with the domains motor and cognitive, in practice pedagogic, the main motivador of this study. Henri Wallon's perspective, theoretical referencial of this theory, recognizes the importance of the affectivity in the constitution and in the human being's development, because it postulates the beginning of the integration of the dimensions motive, cognitive and affectionate of such a form that every returned pedagogic action to any one of the three dimensions will affect the others. In this sense, with the intention of contributing for the construction of pedagogic proposals what do consider the affectionate dimension, this research had as focus the following problem: Which are the possibilities and limitations of a proposal that it seeks to contribute for the physical education teachers' formation that they consider the affectivity in their pedagogic practices? Referred proposal was developed with base in the methodological presuppositions of the research-action and in the theoretical recital of the theory starting from which three basic guidelines were elaborated a) Study and reflection about the theme Affectivity; b)Verbal expression and reflection about the own affectivity and of the students; c) Participation in the construction of pedagogic practices that they consider the affectionate dimension.The extracted results of the analysis of interviews and complemented with the reports of the encounters between the researcher and the teachers in formation revealed, among other results, that the teachers in formation began: a) to present larger attention to their students' affectionate manifestations; b) to recognize the importance of the affectionate dimension in the process teaching-learning; c) to involve in the search of ways for the consideration of the affectivity in their pedagogic practices. Without the intention of generalization of the found results, this research was limited to the application and study of a proposal that it requests improvement and adaptations for pedagogic practices and other studies, however, it proposed guidelines that revealed an interesting contributive potential for the teachers' formation that, planned indeed, consider the affectivity in the school.