Banca de QUALIFICAÇÃO: EWERTON LEONARDO DA SILVA VIEIRA
Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.STUDENT : EWERTON LEONARDO DA SILVA VIEIRA
DATE: 21/10/2020
TIME: 14:00
LOCAL: http://meet.google.com/mjt-xuyc-zty
TITLE:
Elaboration of knowledge in continuing education as a physical education teacher: a self-study at the Federal Institute of Education, Science and Technology of Rio Grande do Norte
KEY WORDS:
autobiographical narratives, teacher-researcher, collaboration.
PAGES: 231
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Permanente
SUMMARY:
The formative processes of the construction of knowledge of the school Physical Education teacher happen throughout his life. This knowledge is represented in pedagogical practice through attitudes and actions, and is directly linked to the quality of teaching practice. At the time of ongoing training, the Physical Education teacher can find answers to avoid with the pedagogical failure and, thus, contribute to their professional development and the security for carrying out the teaching activity. This work sought, through a self-study, to investigate my own pedagogical practice, carried out in the context of my work with students from classes on three fronts of education: higher education, high school and sport, from the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) - Natal Central campus (CNAT). The objective is to point out the signs of transitions in my formative process as a Physical Education teacher-researcher, linked to the notion of permanent teacher training. Initially, the methodology and the relevance of self-study in teaching practice are discussed. The study focuses on autobiographical narratives that focused on the mobilized and appropriate knowledge in my work context. The evidence points to the importance of collaboration with other teachers - referred to in the literature as "critical friends (as)" - that foster concerns and questions and stimulate reflective processes. It is concluded that, on the one hand, self-study is a coherent and situated strategy of collaborative investigation of the teaching practice itself because, by sharing knowledge and understandings, it promotes the professional development of the teachers involved. On the other hand, there is a limit to the research as the focus is not on the voices of students as subjects who could also contribute to analyze the teacher's practice.
BANKING MEMBERS:
Presidente - 134.572.168-43 - LUIZ SANCHES NETO - UFC
Interna - 127.196.788-05 - LUCIANA VENÂNCIO - UFC
Interno - 179.763.240-04 - VICENTE MOLINA NETO - UFRGS
Externa à Instituição - ELISABETE DOS SANTOS FREIRE - USJT
Externa à Instituição - GRACIELE MASSOLI RODRIGUES - USJT