Physical Education Teacher Training: the Challenges of Teaching Legitimation in the Debate Center

This study aims to analyze the way the themes related to the political, curricular and didactic aspects, are being addressed by publications related to Initial Training (IT) at the Physical Education (PE) degree level. Thereunto, a bibliographic research was developed, taking as a background the productions published from 2013, linked to the Brazilian College of Sport Sciences. Thus, from 708 publications, 29 texts addressed the theme and constituted the final sample. From the political point of view, it is clear that most concerns are related to the National Curriculum Guidelines and not to the formation of a subject with the political capacity to teach. In the curricular perspective the studies address themes related to the contents of Initial Training (IT), curricular internships/Pibid, epistemological debate, curricular fragmentation and the division of formation. Concerning the didactic aspects, themes emerged which were associated mainly to supervised internships. Thus, we have the impression that IT is not developing a training process capable of translating into the school environment the legal and theoretical gains that the area has achieved in recent decades, which could help overcome the gap that the Brazilian School Physical Education (SPE) has experienced since it has entered into crisis. Keywords: Teacher Training. Political Challenge. Curriculum Challenge. Didactic Challenge. ResumoEste estudo tem como objetivo analisar a forma como as temáticas referentes aos aspectos políticos, curriculares e didáticos, estão sendo tratadas pelas publicações relacionadas à Formação Inicial (FI) em nível de licenciatura em Educação Física (EF). Para isso, desenvolvemos uma pesquisa bibliográfica, tomando como pano de fundo as produções publicadas a partir de 2013, vinculadas ao Colégio Brasileiro de Ciências do Esporte. Assim, de 708 publicações, 29 textos abordavam a temática e constituíram a amostra final. Do ponto de vista político, percebe-se que a maioria das preocupações estão relacionadas com as Diretrizes Curriculares Nacionais e não com a formação de um sujeito dotado de capacidade política para exercer a docência. Na perspectiva curricular os estudos abordam temas ligados aos conteúdos da Formação Inicial (FI), estágios curriculares/Pibid, debate epistemológico, fragmentação curricular e a divisão da formação. Acerca dos aspectos didáticos, emergiram temáticas vinculadas principalmente aos estágios supervisionados. Dessa forma temos a impressão de que a FI não está desenvolvendo um processo formativo capaz de traduzir no ambiente escolar os ganhos legais e teóricos que a área conseguiu nas últimas décadas, os quais poderiam ajudar a superar o hiato que vive a EFE brasileira desde que entrou em crise. Palavras-chave: Formação de Professores. Desafio Político. Desafio Curricular. Desafio Didático.

Epistemology and Ethics in Zhuangzi

On a prima facia reading, Zhuangzi seems to endorse some form of skepticism or relativism. This seems at odds with Zhuangzi as one of the two main sources of classical Daoism, considering the ideals of virtue and self-development promoted by that philosophy. However, Zhuangzi’s metaphorical and allegorical style lends itself to a number of interpretations of his epistemology, as well as the kind of self-knowledge and ethical development it might allow. A survey of the relevant literature shows that the epistemological debate is not easily solvable, but by narrowing the range of interpretations, a coherent picture of his ethics begins to emerge, one in which some form of knowledge, especially self-knowledge, is still possible, as is an ethics of self-actualization.

Social Management: Epistemology Beyond Paradigms

The objective of this theoretical essay is to propose a new path for the epistemological debate in the field of social management that goes beyond the paradigmatic boundaries. Based on studies that deal with social management from different perspectives, a comparison was made between models based on the thesis of incommensurability by Thomas Kuhn – such as the Gibson Burrell and Gareth Morgan diagram of sociological paradigms – and an alternative to break away from the paradigmatic mentality: the circle of epistemic matrices. The study demonstrated that the logic of incommensurable paradigms is not adequate to guide social management studies due to its complexity and plurality. This was proven by the identification of multiple sociological approaches adopted in field studies, including hybrid approaches. In this sense, the circle of epistemic matrices proved to be more appropriate, because instead of impenetrable boundaries, it allows transit between the matrices and enables a dialogue between different sociological approaches.

Gestão Social: Epistemologia para Além de Paradigmas

The objective of this theoretical essay is to propose a new path for the epistemological debate in the field of social management that goes beyond the paradigmatic boundaries. Based on studies that deal with social management from different perspectives, a comparison was made between models based on the thesis of incommensurability by Thomas Kuhn – such as the Gibson Burrell and Gareth Morgan diagram of sociological paradigms – and an alternative to break away from the paradigmatic mentality: the circle of epistemic matrices. The study demonstrated that the logic of incommensurable paradigms is not adequate to guide social management studies due to its complexity and plurality. This was proven by the identification of multiple sociological approaches adopted in field studies, including hybrid approaches. In this sense, the circle of epistemic matrices proved to be more appropriate, because instead of impenetrable boundaries, it allows transit between the matrices and enables a dialogue between different sociological approaches.

Tokens of Love

Contextualist scholars working on the rhetoric of corporeal presence in seventeenth-century English religious lyrics have naturally focused their attention on sacramental discourse of the Reformation era. As part of the Common Knowledge symposium on the future of contextualism, this full-length monograph, serialized in installments, argues that the contextualist focus on a single and time-limited “epistemic field” has resulted in a less than adequately ramified understanding of the poetry of John Donne, George Herbert, Aemilia Lanyer, and John Milton. What the contextualist approach misses is that even the religious discourses of the period were tied to a long and in no way local epistemological debate about signs and their meaning, whose roots are to be found in Greek and Latin rhetorical theory. This first installment of “Tokens of Love” commences a discussion of the role of classical pagan sign-theory in the development of Reformation sacramental discourse.

UMA EXPERIÊNCIA DE EDUCAÇÃO HÍBRIDA NO INTERIOR DA AMAZÔNIA: ENTRE PRÁTICAS, APRENDIZAGENS E CONTRADIÇÕES

RESUMOO trabalho traz o registro de uma experiência de educação híbrida no interior da Amazônia brasileira, o Curso de Especialização em Educação por Inversão Pedagógica: Inclusão para a Emancipação em Territórios Socioeducativos na Transamazônica-Xingu, do Campus de Altamira, da Universidade Federal do Pará, analisando as potencialidades de inovação da proposta que foi desenvolvida com diferentes sujeitos oriundos de diferentes contextos, tais como ribeirinhos, camponeses, extrativistas, indígenas e urbanos, por meio de múltiplas formas de aprendizagem possibilitadas por diferentes metodologias, como a sala de aula invertida, a educação on-line, EaD e a pedagogia da alternância. A proposta teve como pano de fundo a democratização do acesso à educação formal e a convicção da educação como modo de modificar a vida das pessoas. A metodologia utilizada para a produção de dados deste artigo envolveu imersão direta na realidade investigada, uso de um formulário, entrevistas e o acompanhamento do curso nos seus 18 meses de duração. Os resultados indicam possíveis mudanças que o acesso à educação proporciona aos estudantes e consequentemente aos seus territórios de origem. Esses resultados podem ser vistos tanto pelo movimento dos estudantes ao longo de seu percurso de formação quanto pelos "produtos" apresentados como trabalhos finais de curso/TCC, que demonstram apropriação dos principais eixos do debate teórico-epistemológico realizado, assim como compreensão das implicações políticas para os coletivos de que fazem parte.Palavras-chave: Inversão Pedagógica. Educação híbrida. Territórios Socioeducativos.ABSTRACTThis research presents a blended-learning education experience in the Brazilian Amazon interior, as part of the post-graduation program research in Education entitled: “Flipped-classroom: Inclusion for Emancipation in Socio-Educational Territories in Transamazon-Xingu ”, from Federal University of Pará - Altamira Campus, analyzing the potential innovation of projects developed with different subjects from different contexts, such as river community people, farmers, extractivists, indigenous and urban people, through multiple forms of learning made possible by different methodologies, such as the flippped-classroom, online education, distance education and alternative pedagogy. The inicial proposal holds the backdrop the democratization access as a way of formal education and the conviction of education as a way of changing people's lives. The methodology used for the data collection of the data analyzed in this article involved direct immersion in the investigated reality, with interviews and monitoring of the course for a period of 18 months. The results indicate possible changes in the students’ lives and consequently to their territories of origin when they have access to education. These results can be categorized both by the movement of students along their training path and by the 'products' presented as final course research, which demonstrate appropriation of the main axes of the theoretical-epistemological debate carried out, as well as their political implications. For the collectives of which they are part, which leads us to affirm that the experience provided new practices and new learning.Keywords: Flipped-classroom. Blended-learning. Socio-educational territories.

Formulational vs. Epistemological Debates Concerning Scientific Realism

ABSTRACTA formulational debate is a debate over whether certain definitions of scientific realism and antirealism are useful. By contrast, an epistemological debate is a debate over whether we have sufficient evidence for scientific realism and antirealism, defined in a certain manner. I argue that Hilary Putnam's definitions of scientific realism and antirealism are more useful than Bas van Fraassen's definitions of scientific realism and constructive empiricism because Putnam's definitions can generate both formulational and epistemological debates, whereas van Fraassen's can generate only formulational debates.

Recontextualização de discursos curriculares: um olhar a partir da epistemologia Fleckiana

In order to identify hues of thought about the recontextualizing curricular discourses process, we conducted a qualitative approach research, under an epistemological bias, from the Ludwik Fleck´s epistemology (2010). Using academic researches as target, which use the Recontextualizing category by Hybridism proposed by Alice Casimiro Lopes. We look for aspects that can contribute for understandings qualification about the Brazilian curricular public policies construction/implementation process. Through content analysis in a master’s dissertation and two doctoral theses, it appears that there are changes in the discourses about the Recontextualizing by Hybridism category, that characterize hues of thought. The identified hues do not change significantly the meaning proposed by the author. However, the discussion raised throughout the research contributes to the epistemological debate, strengthening the perspective use in studies dealing with curriculum in Brazil.