Sobre o impacto do movimento renovador da educação física nas identidades docentes
| Ano de defesa: | 2012 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal do Espírito Santo
BR Mestrado em Educação Física Centro de Educação Física e Desportos UFES Programa de Pós-Graduação em Educação Física |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
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| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | http://repositorio.ufes.br/handle/10/6105 |
Resumo: | The paper reflects on the impact of Renewal Movement of the Physical Education (MREF) regarding teachers/ identity that have concluded the course of initial formation prior the first years of the ninetieth decade. It examines the hypothesis that the PE denaturalization caused by such production, particularly due to sports critics, would have focused on the teachers/ identity of these subjects. The research does an empirical job through semi structured interviews with Physical Education (PE) teachers who live in different Brazilian States and regions (it dialogues, mainly, with 13 teachers of 9 distinct States in Brazil). The work discusses the configuration process of that academic Movement, having as analysis perspective the sociology of Zygmunt Bauman (1998, 1999, 2010), and it points the legislator posture admitted by MREF on the attempt to reorganize the area. It establishes a dialogue with the theory of the social acknowledgement of Axel Honneth (2009) aiming at understanding how such legislator posture conditioned the identity constitution of the PE teachers. To do so, the research takes into consideration the concept of the generalized other of George H. Mead (1972), it approaches the idea of a legislator intellectual practice of the denegation recognition impression described by Honneth (2009).It indicates the MREF impact as result of a process touched by a moral grammar, which the affective-moral issues are highlighted. In conclusion, regardless the possibility to renew and broaden PE, the legislator attitude taken, linked to a proposal to break the PE tradition (especially due to the sports critics), it was interpreted by teachers as disrespect situations, forbidding them of self-realization in the community of values of PE (in this case, the value of affective relation of those teachers with sports was fundamental). Finally it stands out the importance of consideration, in the processes of continuing formation, of experiences, beliefs and the knowledge accumulated by teachers, seeking for a review of the relation between academic knowledge and the one produced in the practice |