Experiências da formação inicial em educação física : narrativas de imagens

• Ano de defesa: 2012
• Autor(a) principal: Miranda, Dayane Graciele de Jesus
• 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
• Palavras-chave em Português: Experiences; Initial training; Physical education; Narratives; Images; Learners; Experiências; Formação inicial; Educação Física; Narrativas; Imagens; Aprendentes; Educação física - Estudo e ensino; Professores - Formação; Narrativa (Retórica); 796
• Link de acesso: http://repositorio.ufes.br/handle/10/6120

The study sought to understand what Physical Education students of Federal University of Espirito Santo consider meaningful experiences of training for the formation of teacher identity. Entering in the context of studies on teacher training, this research sought to focus the training on a point of view not yet explored, one related to the individual learner, and both sought to give voice to the student's degree, so that he could vote and recount the moments considered relevant to their training. As regards the theoretical and methodological orientation of the study, we opted for the use of autobiographical narratives of initial training in the perspective of research and training, as proposed by Souza (2006a, 2006b, 2006c). Also were used Benjamin (1994), for discussion of the narrator, and Josso (2004) and Larrosa (2002), to discuss the concept of experience. For field work, were used the survey instrument, the autobiographical narratives in his research perspective, as well as images, chosen by the research participants, which portrayed the experiences considered by them as most important for becoming a teacher. The choice for the production of narratives of the training of future teachers, from the images, sought to highlight the uniqueness of becoming a teacher in space and time investigated, and place the individual learner at the center of studies on teacher training. By means of the instruments, it was found that the initial formation of CEFD/UFES has been criticized as to its structure, however, we found significant experiences related to bodily experiences prior to training, the subjects and curricular activities, extracurricular moments and social relationships, reported as relevant to the establishment of teacher identity in Physical Education