Planejamento escolar na educação física : concepção de professores iniciantes ex-participantes do PIBID

• Ano de defesa: 2018
• Autor(a) principal: Silva, Elaine Cristina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação de professores; Planejamento; PIBID; Educação física; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teacher training; Planning; Physical education
• Link de acesso: http://ri.ufmt.br/handle/1/2617

Teachers training is a process of constant acquisition and improvement of professional knowledge, started still in the student experience in Basic Education, that extends throughout the life in the phases of initial formation, initiation in the career and continued formation. Programs such as the PIBID - Institutional Scholarship Initiative Program have sought to improve the training of teachers at a higher level and to improve the quality of Brazilian Public Basic Education. Among the fundamental knowledge of teaching work is planning, where teachers must articulate, organize and coordinate their actions. Considering the experiences provided by the PIBID/FEF/UFMT regarding to the subject, we aim to understand how early Physical Education teachers who were scholarship holders of PIBID/FEF/UFMT of the College of Physical Education of the Federal University of Mato Grosso, understand the role of teacher planning and how they apply it in their pedagogical practice in the initial years of Elementary School in schools of the municipal education network of Cuiabá - MT. Specifically, we intend to verify how the former participants of the PIBID/FEF/UFMT pedagogically elaborate and organize their Physical Education Work Plan in the initial years of Elementary Education; to identify the possible challenges that early Physical Education teachers face in their pedagogical practice related to school planning; to identify the possible contributions of the PIBID/FEF/UFMT to the pedagogical practice of teachers graduating from the program, especially regarding to the planning of the subject of Physical Education. A qualitative research of the descriptive type was developed with four Physical Education teachers working in the years of Elementary School in schools of the municipal public education network of Cuiabá-MT. The method used is the case study. We use as data collection instruments such as documentary analysis; systematic observations of the classes of 3 rd and 5th grades of Elementary School of the respective teachers and semistructured interviews with them. The analysis was performed based on the construction of four descriptive categories. The data show that teachers understand and assume planning as a guide to action and intentional reflection, flexible, fundamental to the process of teaching and learning of students, as well as to the development of teaching work. The elaboration of the plans is made according to national and state laws and parameters, Pedagogical Political Project, school projects, annual and bimonthly themes. The Work Plans are drawn from the projects and themes developed by the school, from the motor development of the students, besides what teachers deem necessary. In general, the differentiation of what will be charged over the years is established by the increased complexity of activities. Teachers have worked with a maximum of two content per bimester, the materials used are diversified and appropriate to the content. The evaluation is diagnostic, procedural and summative. The lack of clarification on some elements of the Work Plan and the systematization of adequate contents over the years were the main challenges presented by the teachers. We have identified that the experiences provided by the subproject have helped teachers to know how and which frameworks can and should serve as a basis for the elaboration of the plans, what contents, the importance of action and reflection on the practice, as well as the organization and the intentionality of the teacher. We hope that this research will collaborate so that teachers, Higher Education Institutions and schools, work towards the improvement of teaching and its planning.