Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Tavares, Raquel Nunes
 |
| Orientador(a): |
Rodrigues, Anegleyce Teodoro
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| Banca de defesa: |
Rodrigues, Anegleyce Teodoro,
Garcia, Lênin Tomazerr,
Suanno, Marilza Vanessa Rosa |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
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| Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/12283
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Resumo: |
This study is result of a master's degree research in Teaching in Basic Education, whose theme problematized historical, political and pedagogical aspects of the National Curricular Common Base from the perspective of Physical Education teachers of the Educational Network of Goiás State. The objectives of this research are: understand the genesis of the BNCC process and the different aspects involved in brazilian educational policies, to present the expectations and difficulties of the Physical Education teachers of state schools in Goiânia, in relation to the objectives and contents proposed for the area, as well as their perceptions about the need for continuous training. As an investigative problem we ask: how physical education teachers can work in school, effectively, in the teaching practice in relation to the expectations, challenges and difficulties regarding curricular decisions of which they were not part? To support the theoretical foundation on historical and cultural aspects of education and curriculum policy formation in capitalist countries, we search support in Fernandes (2013), Sacristán (1998), Saviani (1984, 2008), Michael Apple (1997), Pimenta (2013), Freitas (2019, 2012), among others. Theoreticians Contreras (2012) and Tardif (2002) bring the discussion about the professional knowledge of the teacher and the continued formation. The investigation procedures for gathering information, we are based on the qualitative and quantitatve approach and how data and information collection instruments were used: semi-structured interview, liteature review, document analysis, contente analysis and state of the art research techniques. The educational product developed after the research was planning and realization of a semi-presential course of continuous training on BNCC and physical education for basic education teachers. The course counted on the organization of a website for dissemination and registration of participants, content modules and discussion forums in a virtual learning environment (AVA / MOODLE) and seminars of reports on teaching experiences. The results showed that the BNCC as a curricular policy concerning the teaching of physical education presents several difficulties in considering and dialoguing with the school reality, characterizing itself as part of educational policies that aim to meet the demands of the education entrepreneurs and not the real needs of education and human formation. On the continuing education of the teacher and the incentive measures by the government, participating teachers indicate the lack of training and lack of incentive for government training. At the same time, they express na interest in continuing formation solid and that guides them to mobilize the divverse knowledge acquired during their professional practice. |
