O processo de elaboração das orientações curriculares para a educação física na rede municipal de ensino de Santa Maria

Detalhes bibliográficos
Ano de defesa: 2017
Autor(a) principal: Silva, Andressa Marques da
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
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 Educação Física
Centro de Educação Física e Desportos
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/13051
Resumo: This study aimed to understand the process of elaboration of the document "Curricular Guidelines for Elementary Education" of the curricular component Physical Education - Final Years of the Municipal Teaching Network of Santa Maria, RS. This document was built in the period from 2014 to 2015, based on the initiative of the Municipal Education Department (SMED) through continuing training meetings conducted by an extension project of the Center for Physical Education and Sport (CEFD) of the Federal University of Santa Maria (UFSM), in which the professors of the University were collaborating with the group of teachers of Basic Education linked to SMED in order to mediate the process of elaboration of this curricular proposal. Thus, starting from a field work, we performed the documentary analysis of the "Curricular Guidelines for Elementary Education", specifically the part that corresponds to Physical Education and semi-structured interviews with the subjects involved in this process, being: Pedagogical Coordinator of SMED , The Coordinator of the Training Group of CEFD / UFSM and five teachers of Physical Education of the Municipal Network of Education. In this sense, the elaboration of this curricular proposal resides in the paradoxical proposition between the adjustment of the education to the propositions of policies based on the economic development and the resignification of the policies from the democratic process. Finally, it was possible to verify that although the curricular proposal is not yet materialized in the teachers' pedagogical practices, collaborative work, dialogue and exchange between peers are considered as the main positive aspects of the process, in that they contribute to the formation Of teachers and potentiate gradual transformations in teaching practices.