A atuação do docente de ginástica nos cursos de licenciatura em educação física / Professor´s performance in gymnastics in physical education degree

AUTOR(ES)

Michele Viviene Carbinatto

FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

17/08/2012

RESUMO

Discussions on training in physical education were assiduous in two stages, namely: the 80\ s and after 2000 with the consolidation of the Council of Physical Education and extension of offer undergraduate and postgraduate area as well as significant increase in knowledge production. Among the topics questioned the performance of the professor at the university had to be questioned, especially focusing in the transmissive teaching over that work in higher education. In this scenario, critical notes began to be presented in order to better delimit in favor of a more comprehensive training and contextualized to the needs of society. Backed by Complexity Theory, inter and transdisciplinarity as fundamental to mark the operationalization of teaching methods (methodological strategies, assessment, teaching-learning process, and others) in higher education, this study investigated the discourse of 14 professor who teach disciplines of gymnastics in undergraduate courses in Physical Education of São Paulo state, if those principles were present and, if so, how it presented in their practice. The results revealed evidence of concern of them with the education of students, however, the performance is still rooted in traditionalist models, with interest in the presentation of concepts and not necessarily reflect the knowledge and understanding of the area. The strategy that best fit the educational principles of epistemic ideas defended by us referred to the seminars (without clear reference to the discussion during the same) and the presentations in formats of festivals and performances, rooted in the precepts of general gymnastics. We also observed superficial discussions about the prospect of action of inter and transdisciplinarity, important to reduce the verticality and fragmentation of knowledge, which complicates the understanding of the phenomenon being studied, in the case of gymnastics. After all, we believe that gymnastics classes in universities should permeate the valuation of autonomy and initiative, imagination and invention, the action with discouse and the appropriation of knowledge in relation to its transmission

ASSUNTO(S)

educação física atuação docente complexity theory ginástica gymnastics inter e transdisciplinaridade physical education professor performance teoria da complexidade

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