A PRÁTICA COMO COMPONENTE CURRICULAR NA UNIVERSIDADE FEDERAL DO MARANHÃO: Prática como Componente Curricular em Educação Física

• Ano de defesa: 2011
• Autor(a) principal: Araujo, Raffaelle Andressa dos Santos
• Orientador(a): MELO, Maria Alice
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação docente; Currículo; Educação física; Prática como Componente Curricular PCC.
• Palavras-chave em Inglês: teacher training; curriculum; physical education; Practice as a Curricular Component - PCC.
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::PLANEJAMENTO INSTITUCIONAL
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/197

The practice as component curricular (PCC) in the course of degree course in Physical Education of the Federal University of the Maranhão (UFMA). The practice is investigated like component curricular and if his inclusion has been contributing to the overcoming of the dichotomy between theory and it practices in the Course of Degree course in Physical Education of the UFMA. As for the hard-working methodology, the inquiry is of hallmark exploratory of the type descriptive, whose proposal methodological developed through the combination of bibliographical, documentary inquiry and of field. For so much, it takes office like base to the contributions of Vázquez (1977) about the practice in a dialectic perspective and, o concept of pedagogic practice anchored in the studies of Veiga (1989; 2000), Fonseca (2005) and Schmidt et al (1999). For the collection of data there was used the semi-structured interview devoted to a coordinator, chief of department and seven (7) teachers of the course; and application of questionnaire to twelve (12) pupils properly enroled in the intermediary periods (5th and 6º) and you waste away (8th and 9º). It is ended that the PCC is not being treated inside the above-mentioned course as the PPP of the same thing emanates and what there is no full understanding for part of pupils and teachers as for the above-mentioned practice. In accordance with teachers and pupils interviewed to PCC have contributed to the overcoming of the dichotomy between theory and practice, meantime, there is the need of pedagogic practices more contextual, critical and reflexive. It is believed that the recognition of this necessity is a significant step to rescind the faults and gaps in the process of teaching and apprenticeship, making possible the understanding and transformation of the reality which the teachers are going to influence.