O processo de configuração curricular: uma análise da compreensão de professores de educação física das séries iniciais do ensino fundamental

• Ano de defesa: 2014
• Autor(a) principal: Marques, Marcos Vinicius [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Physical education and training - Study and teaching; Educação física - Estudo e ensino; Pratica de ensino; Ensino; Ensino - Curriculos; Ensino fundamental; Curriculos - Planejamento; Professores - Participação no planejamento curricular
• Link de acesso: http://hdl.handle.net/11449/121947

This research deals with the curriculum themes and focuses on the Physical Education teacher of the initial series of elementary school. The objective is to analyze the understanding of teachers about their participation in the process that configures the curriculum, from dimensions of the school environment, their formation and the speech from teachers about teachers’ participation in curriculum. The study's theoretical framework the procedural approach to curriculum, which addresses the teacher's pedagogic practice, the relationship between curriculum and context, as well as the issue of teacher professionalization. Moreover, issues related are addressed to the history the curriculum, formation and teaching work and the relationship between physical education and curriculum in the initial series of elementary school. The research is qualitative and exploratory type, being held in a city in the state of São Paulo with nine teachers of Physical Education. The instruments are closed questionnaires and semi-structured interviews. The data are initially presented and divided into three categories, which then underwent a process of theorizing, in which, from the theoretical evidence, were propose new interpretations. The categories raised relate to the dimensions of the school environment and capacity to influence on teacher’s participation in curriculum; the relationship between formation and about the possibilities of such participation; and elements found in the speech of teachers over teacher’s participation in curriculum, which become concrete through the collective development of a model curriculum for Physical Education for the initial series of elementary school. From these aspects, new possibilities arise, which are represented in the proposal for a new schema about the process that configures the curriculum. Finally, we defend the need to consider the influence of the dimensions of the school environment and teacher education...