Educar para a solidariedade: uma perspectiva para a educação física escolar

This work aims at giving continuity the thematic solidarity that comes being investigated in the scope of school Physical Education as possibility to advance in an education perspective that considers the being as totality, in which the solidary dimension is privileged as component of its humanizati...

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Autor principal: Tinôco, Elizabeth Jatobá Bezerra
Outros Autores: Ferreira, Maria Salonilde
Formato: doctoralThesis
Idioma:pt_BR
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Educação
Solidariedade
Educação Física Escolar
Endereço do item:https://repositorio.ufrn.br/handle/123456789/27102
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id ri-123456789-27102
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic Educação
Solidariedade
Educação Física Escolar
spellingShingle Educação
Solidariedade
Educação Física Escolar
Tinôco, Elizabeth Jatobá Bezerra
Educar para a solidariedade: uma perspectiva para a educação física escolar
description This work aims at giving continuity the thematic solidarity that comes being investigated in the scope of school Physical Education as possibility to advance in an education perspective that considers the being as totality, in which the solidary dimension is privileged as component of its humanization. It has aimed at investigating as the solidarizing corporally constructs itself and manifests in the experience of knowing to be, to coexist, to know, and to make in the perspective of a solidary Physical Education. As premises, we affirm the proposal by Mariotti (2000), understanding that the construction of knowing to solidarize will be able gives in the dynamics of embodiment of looking, waiting, of dialoguing, of loving and hugging, consisting the base the learning to know, to make, to coexist and to be solidary. As methodological option, we receive the collaborative approach that has structuralized from diverse mediating devices as the questionnaire and thematic interview, the formation narrative, the participant comment, the seminary of reflective study, the lesson-laboratory, the filming and the reflective session. The collaborative group was composed by two teachers of Physical Education, in which we take part them, and two classes of third grade of the elementary education of a Municipal School. As synthesis, we can evidence that this knowing-making that permeates the pedagogical actions in this study presents a solidary collaborative perspective and have its roots in a methodology that uses the discussions as possibility of resolution of the conflicts that go appearing in the interpersonal relations of the school routine. Teacher acts as mediating element of these conflicts, using the dialogue as triggering source of the reflective process and through mobilizing questionings, allows the advance in the understanding of pupils, being able to appear shared consensuses without the confrontation that our culture privileges and is so evident in predominant practices of the Physical Education. The school Physical Education has, therefore, the bigger responsibility with the education of the corporal-minded dimension of being by condition to have as epistemic body the culture of the movement, and for this condition, must be powerful of improvement of the physical, mental and social and spirituals possibilities as act of commitment with the historical construction of a more harmonious world. And as loving expression this education materializes in the human interactions of a shared collaborative making. It is thus an education of body, soul and spirit, dimensioned for all the life, but unfinished by incompleteness of men, therefore continuous in the personal and interpersonal dimensions, adopting all the sources of knowing with the same valuations, however, directed to a just and ethical acting, therefore, an acting moved by solidarity that exists in the human embodiment human. In synthesis, we can conclude that the iteration of knowing that support the perspective of a solidary education, the knowing, making, the being and coexisting base and materialize in the teaching action of school routine, they feed of the crossing among the lived experiences in the professional and personal formation, and they reorganize in the life dynamics. They are, therefore, seeds planted in the heart and the reason of pupils who need to be cultivated for the emergency of human solidarity.
author2 Ferreira, Maria Salonilde
author_facet Ferreira, Maria Salonilde
Tinôco, Elizabeth Jatobá Bezerra
format doctoralThesis
author Tinôco, Elizabeth Jatobá Bezerra
author_sort Tinôco, Elizabeth Jatobá Bezerra
title Educar para a solidariedade: uma perspectiva para a educação física escolar
title_short Educar para a solidariedade: uma perspectiva para a educação física escolar
title_full Educar para a solidariedade: uma perspectiva para a educação física escolar
title_fullStr Educar para a solidariedade: uma perspectiva para a educação física escolar
title_full_unstemmed Educar para a solidariedade: uma perspectiva para a educação física escolar
title_sort educar para a solidariedade: uma perspectiva para a educação física escolar
publisher Universidade Federal do Rio Grande do Norte
publishDate 2019
url https://repositorio.ufrn.br/handle/123456789/27102
work_keys_str_mv AT tinocoelizabethjatobabezerra educarparaasolidariedadeumaperspectivaparaaeducacaofisicaescolar
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spelling ri-123456789-271022019-06-10T21:39:08Z Educar para a solidariedade: uma perspectiva para a educação física escolar Tinôco, Elizabeth Jatobá Bezerra Ferreira, Maria Salonilde http://lattes.cnpq.br/3714455266526226 http://lattes.cnpq.br/3510726465694990 Ibiapina, Ivana Maria Lopes de Melo http://lattes.cnpq.br/2887767376788158 Silva, Pierre Normando Gomes da http://lattes.cnpq.br/2826378188128750 Ribeiro, Márcia Maria Gurgel http://lattes.cnpq.br/3426259793325875 Claro, Edson César Ferreira http://lattes.cnpq.br/3129464523005303 Aguiar, Olivette Rufino Borges Prado http://lattes.cnpq.br/4349263755135845 Soares Júnior, Francisco Cláudio http://lattes.cnpq.br/8594420871529170 Educação Solidariedade Educação Física Escolar This work aims at giving continuity the thematic solidarity that comes being investigated in the scope of school Physical Education as possibility to advance in an education perspective that considers the being as totality, in which the solidary dimension is privileged as component of its humanization. It has aimed at investigating as the solidarizing corporally constructs itself and manifests in the experience of knowing to be, to coexist, to know, and to make in the perspective of a solidary Physical Education. As premises, we affirm the proposal by Mariotti (2000), understanding that the construction of knowing to solidarize will be able gives in the dynamics of embodiment of looking, waiting, of dialoguing, of loving and hugging, consisting the base the learning to know, to make, to coexist and to be solidary. As methodological option, we receive the collaborative approach that has structuralized from diverse mediating devices as the questionnaire and thematic interview, the formation narrative, the participant comment, the seminary of reflective study, the lesson-laboratory, the filming and the reflective session. The collaborative group was composed by two teachers of Physical Education, in which we take part them, and two classes of third grade of the elementary education of a Municipal School. As synthesis, we can evidence that this knowing-making that permeates the pedagogical actions in this study presents a solidary collaborative perspective and have its roots in a methodology that uses the discussions as possibility of resolution of the conflicts that go appearing in the interpersonal relations of the school routine. Teacher acts as mediating element of these conflicts, using the dialogue as triggering source of the reflective process and through mobilizing questionings, allows the advance in the understanding of pupils, being able to appear shared consensuses without the confrontation that our culture privileges and is so evident in predominant practices of the Physical Education. The school Physical Education has, therefore, the bigger responsibility with the education of the corporal-minded dimension of being by condition to have as epistemic body the culture of the movement, and for this condition, must be powerful of improvement of the physical, mental and social and spirituals possibilities as act of commitment with the historical construction of a more harmonious world. And as loving expression this education materializes in the human interactions of a shared collaborative making. It is thus an education of body, soul and spirit, dimensioned for all the life, but unfinished by incompleteness of men, therefore continuous in the personal and interpersonal dimensions, adopting all the sources of knowing with the same valuations, however, directed to a just and ethical acting, therefore, an acting moved by solidarity that exists in the human embodiment human. In synthesis, we can conclude that the iteration of knowing that support the perspective of a solidary education, the knowing, making, the being and coexisting base and materialize in the teaching action of school routine, they feed of the crossing among the lived experiences in the professional and personal formation, and they reorganize in the life dynamics. They are, therefore, seeds planted in the heart and the reason of pupils who need to be cultivated for the emergency of human solidarity. Este trabalho se propõe a dar continuidade a temática solidariedade que vem sendo investigada no âmbito da Educação Física escolar como possibilidade de avançar em uma perspectiva de educação que considere o ser como totalidade, na qual a dimensão solidária seja privilegiada como componente da sua humanização. Objetivou investigar como o solidarizar-se se constrói corporalmente e manifesta-se na vivência do saber ser, conviver, conhecer, e fazer na perspectiva de uma Educação Física solidária. Como premissa afirmamos a proposta por Mariotti (2000), entendendo que a construção do saber solidarizar-se poderá se dá na dinâmica da corporeidade do olhar, do esperar, do dialogar, do amar e do abraçar, constituindo-se a base para o aprender a conhecer, fazer, conviver e ser solidário. Como opção metodológica acolhemos a abordagem colaborativa que se estruturou a partir de diversos dispositivos mediadores como o questionário e entrevista temática, a narrativa de formação, o observação participante, o seminário de estudo reflexivo, a aula-laboratório, a filmagem e a sessão reflexiva. O grupo colaborativo foi composto por duas professoras de Educação Física, no qual nos incluímos, e duas turmas de terceira série do ensino fundamental de uma Escola Municipal. Como síntese podemos constatar que esse saber fazer que permeia as ações pedagógicas nesse estudo apresenta uma perspectiva colaborativa solidária e tem suas raízes em uma metodologia que utiliza a problematização como possibilidade de resolução dos conflitos que vão surgindo nas relações interpessoais do cotidiano escolar. A professora age como elemento mediador desses conflitos, empregando o diálogo como fonte desencadeadora do processo reflexivo e através de questionamentos mobilizadores, permite o avanço na compreensão dos alunos, podendo surgir consensos partilhados sem a confrontação que nossa cultura privilegia e é tão evidente nas práticas predominantes da Educação Física. A Educação Física escolar tem, portanto, a responsabilidade maior com a educação da dimensão espírito-corporal do ser pela condição de ter como corpo epistêmico a cultura do movimento, e por essa condição, deve ser potencializadora do aprimoramento das possibilidades físicas, mentais, sociais e espirituais como ato de comprometimento com a construção histórica de um mundo mais harmonioso. E como expressão de amor essa educação materializa-se nas interações humanas de um fazer colaborativo partilhado. É assim uma educação de corpo, alma e espírito, dimensionada para toda a vida, mas inacabada pela incompletude dos homens, por isso contínua nas dimensões pessoais e interpessoais, adotando todas as vertentes de saberes com as mesmas valorações, porém, voltadas para um agir ético e justo, por conseguinte, um agir movido pela solidariedade que existencializa-se na corporeidade humana. Em síntese podemos concluir que a iteração dos saberes que sustentam a perspectiva de uma educação solidária, o conhecer, o fazer, o ser e o conviver se fundamentam e se materializam na ação docente do cotidiano escolar, se alimentam do entrecruzamento entre as experiências vividas na formação profissional e pessoal, e se reestruturam na dinâmica da vida. São, portanto, sementes plantadas no coração e na razão dos alunos que precisam ser cultivadas para a emergência da solidariedade humana. 2019-05-28T15:15:22Z 2019-05-28T15:15:22Z 2007-06-26 doctoralThesis TINÔCO, Elizabeth Jatobá Bezerra. Educar para a solidariedade: uma perspectiva para a educação física escolar. 2007. 329f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2007. https://repositorio.ufrn.br/handle/123456789/27102 pt_BR application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Programa de Pós-Graduação em Educação Centro de Educação

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