Programa Residência Pedagógica em Educação Física da Universidade Federal de Santa Maria: limites e possibilidades no ensino remoto

• Ano de defesa: 2024
• Autor(a) principal: Brum, Milena Pinheiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação Física; UFSM; Programa de Pós-Graduação em Ciência do Movimento e Reabilitação; Centro de Educação Física e Desportos
• Palavras-chave em Português: Residência pedagógica; Ensino remoto; Educação Física; Pedagogical residency; Remote teaching; Physical education; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/33098

This research investigated the Pedagogical Residency Program in Physical Education at the Federal University of Santa Maria in remote teaching, based on the following guiding question: what were the limits and possibilities of the Pedagogical Residency Program at the Federal University of Santa Maria in the initial and continued training of students? Physical Education teachers, considering the implementation of remote teaching in Basic Education as an emergency measure adopted during the COVID-19 pandemic? Presents as a general objective verify the consequences of the implementation of the Physical Education subproject of the Pedagogical Residency Program at the Federal University of Santa Maria during the pandemic. This is a research with a qualitative approach, which is characterized as a multiple case study, in which eight residents and three preceptors participated, who responded to a questionnaire and a semi-structured interview. The data were analyzed using Bardin's content analysis. Based on the collaborators' narratives, it becomes possible to identify and classify their statements into three categories of analysis: insertion, participation and organization of the PRP in the ERE; limits, possibilities, productions and innovations of PRP in ERE; and the contributions and importance of PRP in initial and continuing training. Regarding insertion and participation in the PRP, one of the motivations was participation in PIBID. In relation to limits, they occurred mainly in relation to access, difficulties in relation to communication, in the challenges in providing the contents of body culture. Regarding possibilities, new teaching methodologies and knowledge of new teaching instruments were highlighted. The production of knowledge during the ERE took place by working on some content that was in evidence, learning new platforms and using ICTs, preparing book chapters and deepening theoretical knowledge in the area of PE. As innovations, PRP in ERE enabled the use of games and gamification. Regarding the contribution and importance of PRP in FI and CF, it was possible to see how essential these programs are aimed at this purpose and how necessary public policies are for both training contexts. It is concluded that the PRP at ERE brought countless lessons, reflections and the certainty that nothing replaces face-to-face teaching, a school full of life and Physical Education based on movement.