Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar
This dissertation is a self-study about the complexities of the beginning of my career as a teacher-researcher in physical education at school. The formative processes of construction of teaching knowledge take place throughout our lives. This knowledge is represented in our pedagogical practice thr...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/43735 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| id |
ri-123456789-43735 |
|---|---|
| record_format |
dspace |
| institution |
Repositório Institucional |
| collection |
RI - UFRN |
| language |
pt_BR |
| topic |
Autobiografia Narrativas (auto)biográficas Professor - Formação Educação física escolar Casos de ensino |
| spellingShingle |
Autobiografia Narrativas (auto)biográficas Professor - Formação Educação física escolar Casos de ensino Vieira, Ewerton Leonardo da Silva Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar |
| description |
This dissertation is a self-study about the complexities of the beginning of my career as a
teacher-researcher in physical education at school. The formative processes of construction of
teaching knowledge take place throughout our lives. This knowledge is represented in our
pedagogical practice through actions and is directly linked to the quality of our teaching and
learning processes. In order to consolidate or (re)signify them, it is necessary to assume
ourselves as researchers and reflect on our own pedagogical practice from the moment of
admission to teaching. When we, beginning teachers, assume that we are researchers of our
educational practice, mobilizing ourselves to transform it, also assuming the autonomous and
emancipatory character of our actions and intentions. We place ourselves as susceptible to the
changes we intend to make, thus demanding the collaboration of other subjects, as well as
expanding access to the means necessary to ensure action-reflection-action in our work with
peers and school management, in addition to demanding the effective contribution of public
policies. However, not every physical education teacher performs the educational praxis and is
open to the collaboration of professional colleagues or even students. Therefore, the objective
of this self-study is to identify the complexities of the beginning of my teaching career as a
teacher-researcher in physical education and to analyze the contributions of a critical friendship
to deal with the complexities, to qualitatively improve the practice. To this end, this research
was carried out in the context of basic education, in the teaching of the content "fights", in a
class of the 2nd year of high school at the Instituto Federal de Educação, Ciência e Tecnologia
do Rio Grande do Norte – campus Natal Central. The investigation focuses on the analysis
shared with a teacher – a critical friend – about my practice in the context of work.
Methodologically, the research is based on assumptions and principles of “self-study of
teaching practices and teacher training” (S-STTEP). I assume that the teaching of physical
education at school is something complex and that we are unfinished beings, and it is up to us
– teachers and researchers – to take a collective and collaborative action, which provides
opportunities for continuous rethinking and remaking of teaching practice, expanding the
reflective conduct on the events that took place in the classroom. The identified complexities
arose from three sources of knowledge: the dilemmas and limit-situations emerging from
practice; the pedagogical intentions of teaching and learning; and interaction with students and
teachers. The results point to the importance of collaboration with other teachers – referred to
in the literature as “critical friends” – who encourage concerns and questions, stimulating
reflective processes about teaching and learning. Thus, this study allowed us to conclude that,
on the one hand, self-study and critical friendship are coherent and situated strategies for
collaborative investigation of the teaching practice itself, because, by sharing knowledge and
understanding, they promoted reflection in search of better teaching and personal and
professional development of those involved; on the other hand, there is a limit to the research
as the focus is not on the voices of the students – as subjects – because they could also contribute
to the analysis and transformations of the practice. |
| author2 |
Sanches Neto, Luiz |
| author_facet |
Sanches Neto, Luiz Vieira, Ewerton Leonardo da Silva |
| format |
masterThesis |
| author |
Vieira, Ewerton Leonardo da Silva |
| author_sort |
Vieira, Ewerton Leonardo da Silva |
| title |
Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar |
| title_short |
Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar |
| title_full |
Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar |
| title_fullStr |
Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar |
| title_full_unstemmed |
Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar |
| title_sort |
pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2021 |
| url |
https://repositorio.ufrn.br/handle/123456789/43735 |
| work_keys_str_mv |
AT vieiraewertonleonardodasilva pressupostosdoautoestudosobreascomplexidadesdoiniciodacarreiradocentedeumprofessorpesquisadordeeducacaofisicaescolar AT vieiraewertonleonardodasilva assumptionsoftheselfstudyonthecomplexitiesofthebeginningoftheteachingcareerofaschoolphysicaleducationteacherresearcher |
| _version_ |
1773963560132542464 |
| spelling |
ri-123456789-437352022-05-02T15:26:15Z Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar Assumptions of the self-study on the complexities of the beginning of the teaching career of a school physical education teacher-researcher Vieira, Ewerton Leonardo da Silva Sanches Neto, Luiz http://lattes.cnpq.br/9030225038513689 http://lattes.cnpq.br/4771375507167549 Araújo, Allyson Carvalho de http://lattes.cnpq.br/3443942683481696 Freire, Elisabete dos Santos http://lattes.cnpq.br/4679908602456886 Filgueiras, Isabel Porto http://lattes.cnpq.br/0237297268408453 Venâncio, Luciana http://lattes.cnpq.br/2343126935338257 Autobiografia Narrativas (auto)biográficas Professor - Formação Educação física escolar Casos de ensino This dissertation is a self-study about the complexities of the beginning of my career as a teacher-researcher in physical education at school. The formative processes of construction of teaching knowledge take place throughout our lives. This knowledge is represented in our pedagogical practice through actions and is directly linked to the quality of our teaching and learning processes. In order to consolidate or (re)signify them, it is necessary to assume ourselves as researchers and reflect on our own pedagogical practice from the moment of admission to teaching. When we, beginning teachers, assume that we are researchers of our educational practice, mobilizing ourselves to transform it, also assuming the autonomous and emancipatory character of our actions and intentions. We place ourselves as susceptible to the changes we intend to make, thus demanding the collaboration of other subjects, as well as expanding access to the means necessary to ensure action-reflection-action in our work with peers and school management, in addition to demanding the effective contribution of public policies. However, not every physical education teacher performs the educational praxis and is open to the collaboration of professional colleagues or even students. Therefore, the objective of this self-study is to identify the complexities of the beginning of my teaching career as a teacher-researcher in physical education and to analyze the contributions of a critical friendship to deal with the complexities, to qualitatively improve the practice. To this end, this research was carried out in the context of basic education, in the teaching of the content "fights", in a class of the 2nd year of high school at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte – campus Natal Central. The investigation focuses on the analysis shared with a teacher – a critical friend – about my practice in the context of work. Methodologically, the research is based on assumptions and principles of “self-study of teaching practices and teacher training” (S-STTEP). I assume that the teaching of physical education at school is something complex and that we are unfinished beings, and it is up to us – teachers and researchers – to take a collective and collaborative action, which provides opportunities for continuous rethinking and remaking of teaching practice, expanding the reflective conduct on the events that took place in the classroom. The identified complexities arose from three sources of knowledge: the dilemmas and limit-situations emerging from practice; the pedagogical intentions of teaching and learning; and interaction with students and teachers. The results point to the importance of collaboration with other teachers – referred to in the literature as “critical friends” – who encourage concerns and questions, stimulating reflective processes about teaching and learning. Thus, this study allowed us to conclude that, on the one hand, self-study and critical friendship are coherent and situated strategies for collaborative investigation of the teaching practice itself, because, by sharing knowledge and understanding, they promoted reflection in search of better teaching and personal and professional development of those involved; on the other hand, there is a limit to the research as the focus is not on the voices of the students – as subjects – because they could also contribute to the analysis and transformations of the practice. Esta dissertação trata de um autoestudo sobre as complexidades do início da minha carreira de professor-pesquisador de educação física escolar. Os processos formativos de construção dos saberes docentes acontecem ao longo de nossas vidas. Esses saberes são representados em nossa prática pedagógica através das ações e estão diretamente ligados à qualidade dos nossos processos de ensino e aprendizagem. Para consolidá-los ou (re)significá-los, é preciso nos assumirmos como pesquisadores(as) e refletirmos sobre nossa própria prática pedagógica desde o ingresso à docência. Quando nós, professores(as) iniciantes, assumimos ser pesquisadores(as) de nossa prática educativa, mobilizando-nos para transformá-la, assumindo também o caráter autônomo e emancipatório de nossas ações e intencionalidades. Nós nos colocamos como suscetíveis às mudanças que pretendemos realizar, demandando, com isso, a colaboração de outros(as) sujeitos, bem como a ampliação do acesso aos meios necessários para garantirmos a ação-reflexão-ação em nosso trabalho junto aos pares e à gestão escolar, além de exigir a contribuição efetiva por parte das políticas públicas. Contudo, nem todo(a) professor(a) de educação física realiza a práxis educativa e está aberto(a) à colaboração de colegas de profissão ou até mesmo dos(a) alunos(as). Sendo assim, o objetivo deste autoestudo é identificar as complexidades do início da minha carreira docente de professor-pesquisador de educação física e analisar as contribuições de uma amizade crítica para lidar com as complexidades, para melhorar qualitativamente a prática. Para tal, esta pesquisa foi realizada no âmbito da educação básica, no ensino do conteúdo “lutas”, em uma turma do 2º ano do ensino médio do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte – campus Natal Central. A investigação centra-se na análise compartilhada com uma professora – amiga crítica – sobre a minha prática no contexto do trabalho. Metodologicamente, a pesquisa está fundamentada em pressupostos e princípios do “autoestudo das práticas de ensino e formação de professores(as)” (S-STTEP). Parto do pressuposto de que o ensino da educação física na escola é algo complexo e que nós somos seres inacabados(as), cabendo a nós – professores(as) e pesquisadores(as) – assumirmos uma ação coletiva e colaborativa, que oportunize o repensar e o refazer contínuo da prática docente, expandindo a conduta reflexiva sobre os acontecimentos ocorridos nas aulas. As complexidades identificadas surgiram de três fontes de saberes: dos dilemas e situaçõeslimites emergentes da prática; das intencionalidades pedagógicas de ensino e aprendizagem; e da interação com os(as) alunos(as) e professores(as). Os resultados apontam a importância da colaboração com outros(as) professores(as) – denominados(as) na literatura como “amigos(as) críticos(as)” – que fomentam inquietações e questionamentos, estimulando processos reflexivos sobre ensino e aprendizagem. Assim, este estudo permitiu concluir que, por um lado, o autoestudo e a amizade crítica são estratégias coerentes e situadas de investigação colaborativa da própria prática docente, pois, ao compartilhar saberes e entendimentos, promoveram a reflexão em busca de melhoria do ensino e o desenvolvimento pessoal e profissional dos(as) envolvidos(as); por outro lado, há um limite da pesquisa à medida uma vez que o foco não está nas vozes dos(as) alunos(as) – como sujeitos – porque eles(as) também poderiam contribuir para análise e transformações da prática. 2021-10-07T23:14:52Z 2021-10-07T23:14:52Z 2021-08-11 masterThesis VIEIRA, Ewerton Leonardo da Silva. Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar. 2021. 182f. Dissertação (Mestrado em Educação Física) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2021. https://repositorio.ufrn.br/handle/123456789/43735 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO FÍSICA |