Licenciatura em Educação Física (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/20
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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Resultados da Pesquisa
Item Programa Residência Pedagógica: contribuições à formação inicial de professores de educação física(2021-12-01) Ferreira, Marcilio Felix; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/3304918830917105The present work proposes the analysis of the Pedagogical Residency Program with a method to identify its contributions to the initial training of teachers from their theoretical training and practical experience in the field school of undergraduate students of the Physical Education Licentiate Course at the Federal University Rural de Pernambuco (UFRPE) during the period from August 2018 to January 2020. In this sense, we will discuss the importance of initial teacher training, at the same time identifying the contributions of the Pedagogical Residency Program and what it brings with it of relevance for the advancement and improvement of teacher training courses so that residents can acquire professional experiences with quality to meet the demand of basic education in Brazil. Faced with this question, the study is qualitative research with a documentary nature, having as sources for this study: the plan of activities that were acquired by the residents, as well as the questionnaire regarding the productions carried out by each resident within the school. field and the final report, requested as a requirement for completing the program. Based on a content analysis of documents that intend to identify that the contributions of the Pedagogical Residency Program to the initial training of teachers in the Physical Education Licentiate Course at UFRPE, are related to the practical experience of residents on the school floor, the development professional safety and autonomy in the classroom, construction of professional identity, preparation and planning of classes throughout the school year, as well as a greater commitment to the school education of children and adolescents in basic education, starting with Physical Education.Item Programa Residência Pedagógica: uma política de formação de professores em Educação Física(2021-12-09) Lima, Joanna D’Arc Ribeiro de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185This paper aims to analyze the Pedagogical Residency Program (PRP) as an educational policy for training teachers in Physical Education. For that, we delimited as specific objectives, to identify the political dimensions that involve the formation of teachers, to present the 2018 and 2020 public notices of the PRP, and to recognize the limits and possibilities of the PRP. We carried out a qualitative research, of the documentary type, as the main sources we used the notices of the Pedagogical Residency Program of 2018 and 2020. In this sense, we developed our study understanding all criticisms as due to the PRP, insofar as we recognize that it is also a initiative aimed at the initial training of teachers, which provides opportunities for undergraduate students to experience the profession in a dynamic way, with a duration of 440 hours of pedagogical intervention, getting to know the school more precisely, developing experiences based on a critical perspective, in a continuous process of study, planning and analysis of their pedagogical interventions at school. In accordance with the criticisms that the PRP receives from the studies presented in this monograph, we emphasize that this program allows for a more comprehensive contact about the practices developed in the school, as well as being guided by the core coordinator teachers, as well as the preceptors, a training process that provides access to the knowledge needed by residents for professional practice. This means working in an articulation between theory and practice, without competing with the obligatory supervised internship, so that they qualify and systematize even more the interventions of the teachers in training.Item A organização do trabalho pedagógico nas aulas de Educação Física: uma experiência no Programa Residência Pedagógica(2021-07-09) Lima, Gerson Anderson Marinho de; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/2037083614885155The present study aimed to analyze the organization process of school pedagogical work, through the Residence Pedagogical Program (RPP) from Universidade Federal Rural de Pernambuco (UFRPE). Thus, it was a secondary objective to acknowledge pedagogical work elements and to describe its pedagogical practice developed in Physical Education (PE) class. The interest in this study emerged from experiences lived during the residence in RPP offered by Physical Education degree course from UFRPE. It is possible to observe that the organization of school pedagogical work is considered relevant by the school where the residence occurred. Also, it is taken under consideration for the success of PE class. During RPP it was possible to observed closely how the process occurred while participating in the school routine and PE classes. It was a qualitative research, with a participatory design. Participated in this research one federal public school from Recife. Data collection used a field diary as an instrument, which was written during RPP. Content analysis was performed to analyze the context of organization of school pedagogical work in PE class. When it concerns to the register, it was established dialectical pairs: objective/assessment and content/methods. Those pairs revealed indicators which afterwards were interpreted and contributed to describe pedagogical practices in the school routine. Therefore, it is well appreciated when PE teacher understands the organization of school pedagogical work to lead their pedagogical practice, as well as for the importance of programs for beginner teachers which possibly starts their experience in the school routine.Item Programa Residência Pedagógica: contribuições dos (as) professores (as) preceptores (as) à formação inicial em Educação Física(2022-05-30) Alves, David Cunha; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/8756992267932409The present study aims to analyze the contribution of the teacher preceptor of the Pedagogical Residency Program of the initial training of teachers of the Physical Education nucleus of the Federal Rural University of Pernambuco (UFRPE), of Public Notice n°06/2018. To this end, we sought to identify the role assigned to the preceptor teacher in that program, as well as to recognize their contribution to the process of initial teacher education. The Pedagogical Residence Program rescues the educator's conception and the valorization of teaching as a result of learning-teaching, providing intense training on the school floor to residents involved in initial training. The term preceptor comes from the areas of professional training in health, evidenced in scientific productions, such as articles, dissertations and theses. However, endorsed in Education, the term preceptor is related to the teacher who supervises the activities of the resident student in the classes, allowing the exchange of knowledge and new scientific and pedagogical experiments, contributing to the process of training graduates, in the case of Physical Education. The study was developed based on qualitative research with a documental nature, based on the analysis of reports produced by the preceptors of the Physical Education Nucleus da UFRPE, bringing reflections and dialogue wheels of teacher training with the PRP, built on parts of interpretive character, in favor of knowledge: observation, theoretical study and document analysis. The preceptor teachers contribute to the training of teachers, enabling new pedagogical practices and experiences with residents and expanding the debate on the teaching of Physical Education at school, therefore, it is extremely important that the scenario of public educational policies is stimulated and applied. The Pedagogical Residency program has already demonstrated what it came for and has much to contribute to the national policy for teacher training. The success of the PRP at UFRPE reflects on the quality of teaching and academic production, which further qualifies the training.