Razão instrumental, pragmatismo e suas interfaces com a formação de professores de Educação Física: reflexões a partir do estágio supervisionado curricular obrigatório
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2017-08-17
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Universidade Federal de Goiás
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The formative conceptions that theoretically subsidize the compulsory curricular supervised practice of Physical Education degrees have constituted a controversial field of debate and political and ideological disputes. Based on the Critical Theory of the Frankfurt School, this study elicited reflections on the logic of the cultural semi-formation that permeates teacher education in the University, stemming from the constitutive nuances of its theoretical and epistemological bases. Thus, this research problematizes: What kind of rationality has subsidized the conceptions of teacher training and compulsory curricular supervised practice in Physical Education? How is the relation between pragmatism, instrumental reason and teacher training constituted in the current context of formative impoverishment of Physical Education degrees? How do the foundations of pragmatism articulate to the logic of instrumental reason and guide the conceptions of the formation of Physical Education teachers, especially in the formative space of the compulsory curricular supervised practice? With regard to the general objective, we aimed at understanding how the theoretical foundations of pragmatism and instrumental reason are constructed and articulated in the hegemonic conceptions of the formation of Physical Education teachers and of the compulsory curricular supervised practice in the scientific productions of the strict sensu post-graduation courses , which were defended between 2002 and 2015. The theoretical and epistemological matrix of this research is guided by the principles of the Critical Theory of the Frankfurt School, especially through the negative dialectic of Theodor Adorno. The main concepts discussed in the data analysis and in the theoretical basis of this research were: Instrumental Ratio, Cultural Formation, Cultural Semi-formation, Cultural Industry, Experience and the relationship between theory and practice. The content analysis, based on Bardin (2011), directed the analytical reading of the theses and dissertations that constitute the corpus of this research. At the end, it was concluded that the quantitative of productions reveals a lack of studies on the subject of the supervised practice of Physical Education teachers and the inexistence of these studies in the North and Center-west regions. It was also concluded that the theoretical conceptions based on the reflective teacher and the epistemology of the practice are hegemonic and are reaffirmed in the Brazilian academic scenario, under the premise of criticality, reflection, innovation and the breach with the technical rationality and the traditional education . However, from the immanent criticism and the negativity of the concepts, which are fundamental to the negative dialectic, it was understood that the critical and reflexive formation, in connection with the epistemology of the practice, reveals a disguised decoy of emancipation and autonomy.
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BANDEIRA, Lílian Brandão. Razão instrumental, pragmatismo e suas interfaces com a formação de professores de Educação Física: reflexões a partir do estágio supervisionado curricular obrigatório. 2017. 282 f. Tese (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2017.