Percepções de professores de educação física de escolas públicas do município de São Paulo ao participarem da Jornada Especial Integral de Formação (JEIF)

• Ano de defesa: 2019
• Autor(a) principal: Fonseca, Tatiana Do Nascimento [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Physical Education Teachers; Public School; Continuing Education; Professores De Educação Física; Escola Pública; Formação Continuada
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8028717; https://repositorio.unifesp.br/handle/11600/59995

The aim of this study was to analyze the perception of Physical Education teachers from public schools of São Paulo about the reflexes produced in their work based on the participation of the Special Integral Training Day (JEIF). Established twenty-seven years ago, this public policy of the municipal school system enables systematic meetings to be held in the school itself in which teachers of all school subjects participate together with the pedagogical coordinator for eight hours per week throughout the year. The methodological course of the investigation was guided by the qualitative approach and evidenced the voice of three teachers and one PE teacher attending JEIF. The research instruments were: semi-structured interview and document analysis. To perform the data analysis process, the following analysis categories were established: external environment; conceptions related to education; and JEIF in the perception of the Physical Education teacher. The examination of the teachers report was based on the Discourse Analysis proposed by Orlandi (2015). That is, during this process we used the combination of some discursive formations of the interviewees and prepositions of certain theorists (APPLE, 1982, 1989; NEIRA, NUNES, 2009; IMBERNÓN, 2010, 2011). As a result it was possible to identify peculiar reflexes generated in the pedagogical practice of these professionals. However, in some cases teachers found it difficult to expose examples specifically linked to the Physical Education class itself.