scholarly journals Formação inicial docente durante a pandemia: um relato de experiência de uma residente a partir do Programa Residência Pedagógica em Educação Física

2021 ◽  
Vol 19 (3) ◽  
pp. 1-7
Author(s):  
Thais Maria de Souza Silva ◽  
Carla Cristiane da Silva ◽  
Daniel Maciel Crespilho ◽  
Flávia Évelin Bandeira Lima
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Residency Program ◽  
Basic Education ◽  
Point Of View ◽  
Practical Training ◽  
Training Methods ◽  
Initial Teacher Training ◽  
Three Stages ◽  
The City

INTRODUÇÃO: O Programa Residência Pedagógica objetiva aperfeiçoar a formação prática nos cursos de licenciatura, proporcionando uma imersão do acadêmico na escola de Educação Básica. OBJETIVO: Relatar as experiências vivenciadas por uma residente nos primeiros seis meses do Programa Residência Pedagógica de um curso de Educação Física, frente aos desafios da pandemia de COVID-19 para a formação inicial docente. MÉTODOS: O programa foi realizado em uma escola-campo na cidade de Ourinhos (SP) e contou com a participação de 10 residentes que desenvolveram atividades para alunos do 4º e 5º ano do Ensino Fundamental. O cronograma do primeiro módulo foi dividido em três etapas: (A) ambientação, (B) observação estruturada e (C) regência. RESULTADOS: A pandemia de COVID-19 resultou em um processo de regência através do ensino remoto, o que causou certa insegurança e a adaptação do ponto de vista da residente autora. Entretanto, a preparação das etapas de ambientação e observações auxiliaram de forma efetiva a construção do processo de regência. A regência foi dinâmica e encorajadora, e incentivou a atuação no âmbito da Educação Física Escolar. CONCLUSÃO: Apesar das dificuldades encontradas no ensino remoto, todas as experiências vivenciadas pela autora deste relato durante o primeiro módulo do programa contribuíram de forma crucial para a sua formação inicial. ABSTRACT. Initial teacher training during the pandemic: an experience report of a resident from the Pedagogical Residency Program in Physical Education.BACKGROUND: The Pedagogical Residency Program aims to improve practical training in undergraduate courses, providing academic immersion in the Basic Education school. OBJECTIVE: To report the experiences of a resident in the first six months of the Pedagogical Residency Program of a Physical Education course, facing the challenges of the COVID-19 pandemic for initial teacher training. METHODS: The program was carried out in a country school in the city of Ourinhos, SP, Brazil, and had the participation of 10 residents who developed activities for students from the 4th and 5th years of elementary school. The schedule of the first module was divided into three stages: (A) setting, (B) structured observation and (C) conducting. RESULTS: The COVID-19 pandemic resulted in a process of conducting through remote learning, which caused some insecurity and adaptation from the resident author’s point of view. However, the preparation of the stages of setting and observations effectively helped the construction of the conducting process. The regency was dynamic and encouraging, and encouraged action in the context of Physical Education at School. CONCLUSION: Despite the difficulties encountered in remote education, all the experiences lived by the author of this report during the first module of the program contributed crucially to her initial training.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals Professores(as)-pesquisadores(as) de educação física na educação básica: idiossincrasias e fomento à formação na região metropolitana de Fortaleza

2019 ◽  
Vol 17 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Amanda Taiane Correia de Oliveira ◽  
Liana Lima Rocha ◽  
Luciana Venâncio ◽  
Luiz Sanches Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
Educational Practices ◽  
Female Teacher ◽  
One Year ◽  
Education Network ◽  
The City

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

scholarly journals A inserção da prática como Componente Curricular em um curso de Licenciatura em Matemática: um estudo de caso em cálculo diferencial e integral

2019 ◽  
Vol 41 ◽  
pp. 4
Author(s):  
Paulo Roberto Barbosa ◽  
Livia Carolina Vieira ◽  
Graziela Marchi Tiago
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Science And Technology ◽  
Academic Work ◽  
Integral Calculus ◽  
Initial Teacher Training ◽  
Federal Institute ◽  
Reflective Teachers ◽  
Education Science

This work aims to discuss the insertion of the Practice as a Curricular Component (PCC) in a Mathematics Undergraduate course of one Federal Institute of Education, Science and Technology, addressing some works developed and planned more specifically for the discipline of Differential and Integral Calculus. Nowadays, the legislation for initial teacher training at undergraduate courses is established by Resolution no. 2/2015 of the CNE / CP of July 1, 2015, which in article 13, among others, establishes that these courses must have at least 3,200 hours of effective academic work, these being at least 400 hours of PCC. In this way, studies focused on the training practices that are being offered are essential for understanding and improving these PCC applied to undergraduate courses developed at the Federal Institutes. Among the perspectives reached are the possibility of applying these activities in basic education and the training of reflective teachers, concerned with properly aligning practice and theory.

scholarly journals La perspectiva de género en la formación inicial docente en la Educación Física chilena (The gender perspective in initial teacher training in Chilean Physical Education)

Retos ◽  
2020 ◽  
pp. 326-335
Author(s):  
Carlos Matus-Castillo ◽  
Miguel Cornejo-Améstica ◽  
Franklin Castillo-Retamal
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Gender Stereotypes ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Current View ◽  
Gender Perspective ◽  
Initial Teacher Training ◽  
Representation Of Women ◽  
Object Of Study

  El presente trabajo tiene como propósito entregar una visión actual de la formación inicial docente de la educación física chilena desde la perspectiva de género, tomando como referencias la participación del estudiantado y el desarrollo de este enfoque en la formación pedagógica del futuro profesorado. En el estudio se han empleado el análisis descriptivo de datos secundarios y el análisis de fuentes documentales, tales como bases de datos, informes institucionales, propuestas teóricas y metodológicas e investigaciones nacionales e internacionales. El trabajo ha permitido identificar que en Chile existe una relevante infrarrepresentación femenina en los estudios de pedagogía en educación física; que se siguen reproduciendo los estereotipos de género; no se identifican acciones tendientes a la incorporación, tratamiento y evaluación de la perspectiva de género en esta formación, es el caso de la inclusión de este enfoque en los planes y programas de estudios; y que a nivel investigativo y metodológico predominan las orientaciones cualitativas. Los estudios de género en el ámbito de la formación inicial del profesorado de educación física en este país se muestran como un campo de trabajo abierto, ya sea a nivel de objeto de estudio, como en los enfoques teóricos y metodológicos, siendo a la vez un área que necesita de una transferencia real por parte de las acciones académicas y políticas que se identifican en la literatura.  Abstract. The aim of this work is to provide a current view on initial teacher training in Chilean physical education from a gender perspective, taking as references the participation of students and the development of this perspective in the pedagogical training of future teachers. The study has used the descriptive analysis of secondary data and the analysis of documentary sources, such as databases, institutional reports, theoretical and methodological proposals, and national and international research. The work has identified that in Chile there is a relevant under-representation of women in studies of physical education pedagogy; that gender stereotypes continue to be reproduced; that no actions are identified to incorporate, treat and evaluate the gender perspective in this training, as it is the case with the inclusion of this approach in curricula and that at the research and methodological level, qualitative orientations predominate. Gender studies in the field of initial training of physical education teachers in this country are shown to be an open field of work, both at the level of the object of study and in the theoretical and methodological approaches, being at the same time an area that needs real transference by the academic and political actions identified in the literature.

scholarly journals Análise da demanda de vagas na educação superior como principio de formação docente no munícipio de Paço do Lumiar / Analysis of job demand for vancancies in higher education as a principle of teacher training in city of Paço do Lumiar

2015 ◽  
Vol 26 (45) ◽  
pp. 187
Author(s):  
Walquiria Pereira da Silva Dias ◽  
Julio França Dias
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Basic Education ◽  
History Of Higher Education ◽  
Training Quality ◽  
History Of ◽  
Relationship Of ◽  
The Relationship ◽  
The City

<p>Ao considerar os desafios inerentes à educação, a formação docente apresenta-se enquanto tema em constante discussão. Assim sendo, refletir acerca da qualidade dos cursos oferecidos é essencial para a construção sólida das bases formativas dos profissionais atuantes no mercado de trabalho. Nesse contexto, o munícipio de Paço do Lumiar, devido ao desenvolvimento populacional e de infraestrutura, tem apresentado um aumento na demanda de vagas de cursos superiores. Desse modo, esta produção aborda a relação da oferta/demanda de vagas com a qualidade dos cursos voltados à formação docente, no munício luminense. Para tanto, os embasamentos teóricos, a partir da análise de dados e documentos, fixaram-se na legislação, na história da educação superior no Brasil e no panorama atual da educação básica de Paço Lumiar. A presente pesquisa concretizou-se no Instituto Superior Franciscano (IESF), instituição de referência na localidade, junto aos graduandos de pedagogia, a partir de entrevistas e questionários. Destarte, este estudo é oriundo das inquietações dos autores acerca da educação, a qual possui com um de seus pilares a formação de profissionais competentes e qualificados.</p><p><strong>Palavras-Chave</strong>: educação, desenvolvimento social, formação docente, qualidade.</p><p><strong>Abstract</strong></p><p>Considering the challenges of education, teacher training is presented as a subject in constant discussion. Therefore, reflecting on the quality of the courses offered is essential to the solid construction of the training bases of professionals working in the job market. In this context, the city of Paço do Lumiar, due to population development and infrastructure, has shown an increase in demand for higher education places. Thus, this production approaches the relationship of supply / demand for vacancies with the quality of courses focused on teacher training, in this city. Therefore, the theoretical grounds, from the data and document analysis, were fixed in legislation in the history of higher education in Brazil and the current situation of basic education in Paço do Lumiar. This research has been made at the Franciscan Institute (IESF), a reference institution in the town, with pedagogy of graduate students, by interviews and questionnaires. Thus, this study arises from the concerns of the authors about education, which has one of its pillars with the formation of competent and qualified professionals.</p><p><strong>Keywords : </strong>education, social development, teacher training, quality.</p><p> </p>

scholarly journals Iniciación a la danza como agente educativo de la expresión corporal en la educación física actual. Aspectos metodológicos (Initation to dance as an educational agent of body expression in the current physical education. Methodological aspects)

Retos ◽  
2015 ◽  
pp. 33-36
Author(s):  
Inmaculada García Sánchez ◽  
Raquel Pérez Ordás ◽  
África Calvo Lluch
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Key Words ◽  
Ad Hoc ◽  
Point Of View ◽  
Whole Person ◽  
Expressive Content ◽  
Methodological Aspects ◽  
Body Expression

La danza como manifestación rítmico-expresiva presenta amplias posibilidades para la formación del alumnado desde un punto de vista integrador (plano físico, intelectual y emocional). Sin embargo, la utilización de este contenido en el contexto de la educación física actual sigue siendo escaso y puntual. El desconocimiento de las aportaciones de la danza al desarrollo integral de la persona, la consideración eminentemente femenina de esta actividad y/o la falta de formación del profesorado, son algunas de las razones que podrían justificar el desaprovechamiento de la danza como agente educativo de la expresión corporal. Con respecto a la falta de formación del profesorado, este trabajo tiene el propósito de responder a una serie de interrogantes relacionados con el cómo enseñar danzas: ¿qué métodos pedagógicos son los más adecuados? ¿cualquier tipo de danza es idónea para trabajar en el aula? ¿cómo utilizar correctamente los elementos básicos del ritmo en las diferentes propuestas danzadas?.Palabra clave: Educación Física. Expresión Corporal. Danza.Abstract: Dance as a rhythmic-expressive content presents ample opportunities for the training of students from an inclusive point of view (level of physical, intellectual and emotional). However, the use of this content or treatment in the context of physical education is limited or ad hoc. The ignorance of the contributions of dance to develop the whole person, considering this activity mainly women and/or lack of teacher training are some of the reasons that might justify the waste of dance as an educational agent of body expression. With regard to the lack of teacher training, the work presented below is intended to answer a series of questions related to how to teach dance: what methodology is appropriate?, any kind of dance is suitable to work in the classroom?, how to properly use the basic elements of rhythm in the proposals danced?.Key words: Physical Education. Body Expression. Dance.

scholarly journals Significance of assessment experiences during initial teacher training in physical education

2016 ◽  
Vol 22 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Wagner dos Santos ◽  
Francine de Lima Maximiano ◽  
Juliana Martins Cassani Matos ◽  
André da Silva Mello ◽  
Omar Schneider ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Initial Teacher Training
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