Formação continuada e o desenvolvimento profissional do professor: paradigmas, saberes e práticas nos cursos de especialização em Educação Física Escolar
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Data
2005-03
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Resumo
he aim of this study is to understand and analyze the teaching formation paradigm in graduated
courses in Physical Education in the state of Goias, Brazil. Two courses were analyzed, one offered
by a state university and another by a federal university. We interviewed teachers, students and
coordinators of both institutions, as well as analyze their projects for the graduated courses, through
a qualitative approach. During this study, we could realize that both courses analyzed are serious
courses that look for offering a quality formation to the teachers-students. Both courses had
similar perspectives about teaching formation, corresponding to the academic model of continued
education. This perspective has its own consequences, as we could realize in the position of teachers-
students. The dependence of the time of their professional background, showed perceptions of
distance of the courses in relation to the school context, perception of exteriority with the knowledge
and, even, the absence of a continuum in the formation. Before the journey of this research and
the aspects that we tried to make evident, we point out that, although the academic model of
post-formation still has its importance, it’s interesting the constitution of alternative models for graduated courses. Consequently, this implies in a major unity among teachers of universities and
schools, as well as a new perspective in teaching formation.
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Educação física, Paradigmas de formação, Formação continuada
Citação
ALVES, Wanderson Ferreira. A formação continuada e o desenvolvimento profissional do professor: paradigmas, saberes e práticas nos cursos de especialização em Educação Física Escolar. Revista Brasileira de Educação Física e Esporte, São Paulo, v. 19, n. 1, p. 35-48, jan./mar. 2005