A divisão curricular da educação física e seus impactos nos saberes docentes dos professores de ensino superior

• Ano de defesa: 2013
• Autor(a) principal: Contreira, Clairton Balbueno
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Saberes docentes; Licenciatura e bacharelado; Formação de professores; Knowledge teaching; Degree and bachelor; Teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7061

This study is included in the Line of Research Formation, Knowledge and Professional Development (PPGE/CE/UFSM) and aims to analyze the impacts caused by the curriculum restructuring in 2004 CEFD/UFSM, on knowledge teaching of effective professor who began to act in the courses of Degree and Bachelor simultaneously. It is justified by the need for research on understanding the impact caused by Law n. 9.696/98 and Judgement CNE/CES n. 07/04, the theoretical concepts and practices used by teachers in their pedagogical interventions, resulting in the division of the Degree and Bachelor courses. To contribute in the discussions were prepared following specific objectives: a) recognize the significant events that helped in the construction of teaching knowledge of professor CEFD/UFSM; b) identify the teaching methods used by teachers CEFD/UFSM in Bachelors and Degree courses c) understand the problems created by the current context of formative CEFD/UFSM. The methodology was characterized as a qualitative case study. Participated in the investigation six (6) teachers representing different departments are on course (DMTD, DDI, DDC), which have both disciplines in the Bachelor and Degree as. The information was obtained through structured interviews and their interpretations are given from the content analysis developed by Bardin (1978). After exploration of the material we adopted four (4) categories created by Tardif (2005), were they: 1st) professional knowledge or science; 2nd) curricular knowledge, 3rd) disciplinary knowledge, and, 4th) experiential learning. The theory is based on the studies of Nóvoa (1995), Garcia (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) among others, to understand the complexities of the construction of knowledge of teachers who work in higher education. Through the reflections made, it was found that the impact of the current curriculum of CEFD/UFSM, focuses on curriculum knowledge of teachers, specifically with respect to adjustments to the content and teaching methods developed in the classroom through using examples characterizing their applications in one area or the other.