Conexões da atuação docente: (des)investimento pedagógico e a formação continuada de professores de educação física

• Ano de defesa: 2025
• Autor(a) principal: Carvalho, Thais Fernanda de
• Orientador(a): Couto, Yara Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Mestrado Profissional em Educação Física em Rede Nacional - PROEF
• Palavras-chave em Português: Educação física escolar; (Des) investimento pedagógico; Formação continuada
• Palavras-chave em Inglês: Physical education in schools; Pedagogical (dis)investment ongoing teachers training; Ongoing teachers training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TEORIAS DA INSTRUCAO; CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO
• Link de acesso: https://hdl.handle.net/20.500.14289/21949

Physical Education in schools, under the Body Movement Culture concept, faces problems related to its history and social context, which affect the teaching and learning relations, besides its visibility and social perceptions in the schools. The act of teaching is complex and depends on the context each teacher is in, and it is influenced by historical aspects, work conditions, school culture, teachers' attitudes, besides physical and emotional factors. The teachers' performances are divided into three pedagogical segments: pedagogical disinvestment, traditional practice and innovative practice. These segments have impacted how students, managers and teachers perceive Physical Education and its relevance in the educative process. The pedagogical disinvestment has increased in schools considerably, and it has been a synonym to teachers' abandonment, "rola bola” (to pass the ball) and “largobol" (the act of letting the students play ball unsupervised). This practice allows the student to choose what activities they want to participate in during the class, while other students who don’t want to participate can choose another activity. In this context, the teacher acts simply like a conflict and supplies manager. This research has as its main objective to analyze views of the Physical Education teachers on pedagogical (dis)investment and the ongoing teachers training about schools’ Physical Education. Methodologically, this research is classified as participative and in a qualitative approach. Relating to the target and cross-section audience, it has been supported by the collaboration of 56 Physical Education active teachers in the São Paulo city educational network that minister classes of that subject in the elementary school. Their collaborations have consisted in answering a questionnaire and two of them have participated in a collective interview. Content analysis was used to handle the data, applied to evaluate the answers and topics that approach the research’s central theme. Relating the concepts and the analysis, it has been understood that the ongoing teachers training linked to the career progress, the paid time off, that promote the communication and active listening, decreasing the gap between the University and the schools, can expand the practical and theoretical knowledge and encourage the innovative practice. Pedagogical disinvestment compromises the quality of education, and it affects the learning process, the curriculum legitimacy, the subject appreciation and the students' interest negatively. All this results in inequality and exclusion, impacts the whole formation and contributes to the negative and uncompromising view of Physical Education by society. Beyond the reasons related to the physical and emotional conditions, different factors contribute to the pedagogical disinvestment, a condition that results frequently in teacher’s blaming exclusively.