Os docentes de Educação Física na apropriação da cultura digital: encontros com a formação continuada
This dissertation is based on a partnership between the Municipal Secretary of Education (SME) of the municipality of Natal, Rio Grande do Norte (RN), through the team of teachers who form the Continuing Education Program of Physical Education Teachers (FOCO- EF), and the Department of Physical E...
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| Formato: | Dissertação |
| Idioma: | por |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25367 |
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| Resumo: | This dissertation is based on a partnership between the Municipal Secretary of
Education (SME) of the municipality of Natal, Rio Grande do Norte (RN), through the
team of teachers who form the Continuing Education Program of Physical Education
Teachers (FOCO- EF), and the Department of Physical Education (DEF) of the Federal
University of Rio Grande do Norte (UFRN), through the team of teachers and students
of the Laboratory of Studies in Physical Education, Sport and Media (LEFEM). The
objective of the research is to analyze the appropriation of the digital culture by the
SME teachers of the municipality of Natal-RN, during the FOCO-EF meetings. This
research has as the methodology the action research, having as actors of this
investigative process 96 professors in professional practice, the team of teacher
trainers and the students and teachers of UFRN, linked to LEFEM. 14 meetings were
conducted by FOCO-EF, of which 7 were mediated by LEFEM actions, providing
dialogues between Physical School Education and digital culture. These meetings
were mobilized by concepts that problematized these dialogues: communication,
mediation, narrative and gamification. In this way, the empirical space and time of our
action research consisted of the experiences of the meetings mediated by LEFEM. For
the collection of information, we used interviews, questionnaires and participant
observation. Different relationships were established by teachers with digital culture,
between pessimistic and optimistic visions, it is possible to announce the recognition
of their presence in the different contexts of action, through the perception of the
different ways of being and acting of the new generations. However, we have identified
the existence of intrinsic and extrinsic factors in the mobilization and demobilization of
these teachers towards the appropriation of the digital culture. Two intrinsic tendencies
appear as the main power factors for this mobilization: 1) the conception of teaching;
and 2) the belief in digital culture as a possibility of relations with Physical School
Education. |
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