Licenciatura em Educação Física (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/20
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TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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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 Educação física, inclusão e formação, realidades e possibilidades: uma revisão bibliográfica(2021-12-06) Silva, Gabriela Melinda Campos da; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/9096048101605083The present study started from the problematic about the way that the production of knowledge has treated the reality and the possibilities of the organization of the teaching related to the inclusion. Thus, the general objective of this research is to analyze the production of knowledge regarding the reality and possibilities of organizing the teaching of Physical Education teachers regarding the issue of inclusion in a pedagogical way. This is qualitative bibliographic research, which uses bibliographic research as a data collection technique, surveying and analyzing knowledge production arguments referring to the themes of inclusion, training and Physical Education. The SCIELO database with a period of 10 years was used, aiming at changes in education in the context of current Brazilian politics. The present study points out that factors such as school management, poor administration, absence of government, gaps in initial and continuing education collaborate for the exclusion to occur, allowing for a deeper understanding of the reason for this exclusion. We also came to the conclusion that we see as a better possibility to deepen another mode of production in which there are relations of equality and social justice, so that in this way it is really possible to have inclusion.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.Item Contribuição da formação em Educação Física para a atuação de professores de lutas ex-atletas da modalidade(2021-07-15) Bacelar, Camila do Nascimento; Beltrão, Natália Barros; http://lattes.cnpq.br/1778511907021100; http://lattes.cnpq.br/3319233622504076Fights have been present in humanity since the beginning, when men disputed among themselves for food and territory, as well as fighting for survival with animals. Time has passed and Fights have gained other meanings, such as training athletes for belt or medal disputes, or simply keeping the body in activity. The Fights had their movements studied and perfected, they gained rules, norms, and media space. Physical Education, responsible for studying bodily practices, also focused on them, in the physical, technical, physiological aspects, among other aspects. However, a performance based exclusively on practical references and reproductions of pedagogical practices by the masters persists in the job market. The present research aims to verify if the knowledge acquired in the formation of physical education modifies the pedagogical practice of ex-athletes who are teachers of the sport. The study included 19 Fight teachers from the metropolitan region of Recife, from the Taekwondo, Karate and Judo modalities, who teach in clubs, schools, associations, or gyms. Teachers answered a semi-structured interview with questions related to their pedagogical practice. The results showed that there was a change in the pedagogical practice of these professionals, based on the answers they presented in the interview, concluding that the experiences and knowledge accessed in the training in Physical Education contributed to modifying the practice of these Fight professionals. Being the subjects in the health and training area the most cited by the interviewed professionals as a change in this practice, although there is an influence from previous generations, professionals report that there was an advance in terms of the reproduction of pedagogical practices and mistaken habits.Item Realidade e possibilidades da formação de professores de Educação Física: contribuições ao debate(2021-07-19) Matias, Bruno Luís Magalhães; Melo, Flávio Dantas Albuquerque; http://lattes.cnpq.br/9033781419336294; http://lattes.cnpq.br/6091575009407227The present work was built with the purpose of bringing contributions to the debate about teacher education. Starting from the historical determinations and contradictions, we delimit our problematic in the following terms: What is the reality of teacher training in the current historical moment of structural crisis of capitalism, and what are the possibilities of a theoretical-methodological orientation in teacher training from the omnilateral conception of human training? We elected as a general objective: To analyze the current reality of human formation in general, of teacher's formation in particular and the formation of Physical Education teacher as a singular expression, whose objective is to contribute to the debate of the formation of Education teachers in a perspective of defense of a teacher's formation in which the future teacher can access the maximum possibilities of development in his/her formative process. We share the Dialectical Historical Materialism as a Theory of Knowledge and Scientific Method. This is a bibliographic-documentary research. For the bibliographical research, we used as instruments: national orientation documents for teacher training, national and physical education teacher training, articles, books, dissertations, and master's and doctorate theses that could help us reach our research goal. In the analyses developed in this work, it is evident that the field of teacher education has been marked by trends of curricular and pedagogical emptying, especially by the inconsistency of recently approved curricular policies, especially Law 13.425/2017 - High School Reform and Resolution CNE/CP No. 02 of December 20, 2019 - New Common Base for Initial Teacher Education, and Parecer CNE/CP 15/2018 - New BNCC, inconsistent from the pedagogical point of view and that go backwards in terms of knowledge organization. While in the training of Physical Education teachers, this dynamic has been bringing a clear trend of curricular and professional fragmentation, by the dichotomy Licenciatura x Bacharelado, due to the backwardness of the most recent curricular policies implemented by the Federal Government, especially Resolution CNE/CP 06/2018. We conclude that the defense of the points of Resolution 02/2015, in addition to the paradigm of the expanded degree in the general scope of teacher education, linked to Critical Historical Pedagogy and the Critical Overseeing Approach constitute the most advanced curricular and pedagogical contributions for an education that values omnilateralism.Item A importância da disciplina Libras na formação dos alunos do curso de licenciatura em educação física da UFRPE Sede(2019-12-17) Barros, Daniel Williams da Silva; Cordeiro, Leane Pereira; http://lattes.cnpq.br/8538638475316742; http://lattes.cnpq.br/0356543491552857Item Formação de professores de educação física para atuar no Educação de Jovens e Adultos(2019-12-09) Mota, Diego Martins da; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/3263075938611084This study starts from the following problem: How does the education of youth and adults present in undergraduate courses in physical education in public institutions in Pernambuco to attend this type of education? For this purpose we set as a general objective, to analyze how are the undergraduate degrees in physical education in public institutions to meet the students of the EJA modality, from the documents and the speech of the teacher involved. As specific objectives, to present the construction of this modality of education in Brazil; identify the courses that present this discipline in their curriculum matrix; identify how this theme is presented from the discourse of a teacher who works in this teaching modality. It consists of conducting a structured interview with the physical education teacher of a public school in Recife that serves in the modality of teaching the education of youth and adults - EJA and the documentary verification of the training curriculum in the undergraduate courses in Physical Education. The results indicate that there is no concern on the part of the public higher education institutions that offer the degree course in Physical Education with this EJA public, we just identified that in the Federal Rural University of Pernambuco, it contemplates a discipline that deals with methodologies of practices for adults. We identified with the research that the inclusion discourse does not materialize in practice and that this is contradictory., And it becomes even more serious because the exclusionary inclusion according to Kuenzer (2000) is evidenced, through the processes of this exclusionary inclusion process. non-school education is dialectically articulated to the inclusive exclusion processes in the world of work. It turns out to be a strategy that provides an empty certification.Item Relevância do conhecimento de primeiros socorros nos cursos de formação de professores: sob o olhar dos acadêmicos(2019-12-10) Tavares, Tarcília Maria Nunes; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/1846769528891729By observing the teacher’s professional practice, it can be seen that they are susceptible to witnssing situations that require the application of firts aind procedimento (PS). This study aimed to identify if there is any discipline about the researched contente in the curricular matrices of the researched institutions and how future teachers understand the importance or noto f this knowledge in their formation. It is a descriptive and exploratory field research, with qualitative approach. We applied a questionnaire where we obtained relevant data, one of the results showed that there is a search for knowledge is neglected by the institutions survevyed and that more than 87% of respondentes believe that tha relevance in having the knowledge of PS in its formation, besides beinf respected the Law 13.722/2018, which emphasizes the obligation of this knowledge in educational institutions.