Formação de professores e cultura digital : contextos e perspectivas da formação docente em Educação Física

• Ano de defesa: 2022
• Autor(a) principal: Santos, Rodrigo de Souza
• Orientador(a): Mezzaroba, Cristiano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Ensino de educação superior; Formação de professores; Cultura e tecnologia; Professores de educação física; Sergipe; Tecnologia educacional; Cultura digital; Educação física; Formação docente; Linguagens; Tecnologias
• Palavras-chave em Inglês: Digital culture; Languages; Physical education; Teacher training; Technologies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/17465

The objective of this research is to analyze the insertion of digital culture and the mediaeducational aspects of the initial training of teachers of the Bachelor's Degree in Physical Education at the Federal University of Sergipe. Configured as a case study, it was initially carried out with document analysis of the Political Project of the Course (PPC), then, application of questionnaires through online forms with 10 (ten) teachers of the Physical Education course (Bachelor's Degree) and semi-structured interviews with 3 (three) of these subjects. To analyze two data, we used content analysis, which allowed us to break down into two thematic categories, namely: a) As technologies: (in)understandings, conceptions and their uses; b) Physical Education and Digital Culture: contributions, tensions and perspectives. The results suggest that the analyzed course, however, contains scattered elements regarding the use of technologies and their training possibilities, lacks curricular attention, not respecting a training immersed in digital culture. However, the predominant individual teaching actions show us that the course is moving towards a training that considers digital culture as inseparable from teacher training. Thus, permeated by various epistemological and conceptual conceptions, digital culture is understood in this field as a structuring factor, not a teaching factor. It materializes in technologies, in new languages or in a critical reflection on two media processes.