Banca de DEFESA: JEFFERSON MARTINS DE SOUSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JEFFERSON MARTINS DE SOUSA
DATE: 25/08/2025
TIME: 09:00
LOCAL: DEF - Link da videochamada: https://meet.google.com/dmt-cojf-uxj
TITLE:

Between Planning and Action: An Analysis of Collaborative Practice in Physical Education

KEY WORDS:

Continuing education; collaborative practice; Lesson Study; Physical Education.

PAGES: 160
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

It is known that continuing education can promote greater teacher protagonism by involving
strategies jointly constructed by trainers and teachers, aligning teaching programs with the
needs of schools and the community (Imbernón, 2011; Silva & Cericato, 2022). This type of
training presupposes the development of a “collaborative paradigm” (Imbernón, 2011), based
on dialogue and shared understanding of professional tasks. In this context, the analysis of
teaching practices is configured as a methodology aimed at systematizing, (re)signifying, and
reworking the actions and situations experienced by in-service teachers (Altet, 2000). Such
analysis is intrinsically related to collective processes of reflection and verbalization of
practices, considering that by critically reflecting on their actions, teachers can enhance their
methodologies and pedagogical approaches. Among the collaborative strategies, the Lesson
Study technique stands out, consisting of a joint approach to the study, planning, observation,
and reflection on pedagogical practice. Thus, this study aimed, through the Lesson Study
approach, to understand how Physical Education teachers systematize the teaching process in
their classes, analyzing the reflective aspects involved in identifying difficulties and
potentialities during the implementation of collectively planned lessons. The research adopted
a qualitative approach, based on participatory research. Nine teachers working in public
schools from two cities in the states of Paraíba (PB) and two cities in Rio Grande do Norte (RN),
Brazil, participated in the study. Data were collected through recordings of the meetings, and
teachers' individual and collective productions. The meetings followed the guidelines of the
Lesson Study and were organized into four stages: (A) defining objectives and goals; (B)
planning the research lesson and studying the knowledge of Physical Education and the
students; (C) implementation of the research lesson; and (D) collective reflection. The data
from these stages were analyzed based on the argumentative categories: Epistemic, Cognitive,
Interaction, Means, Affective, and Ecological. The results revealed the theme of
“disengagement and dropout from Physical Education classes” as a common issue. Among the
arguments presented, the need to integrate students into lesson planning and foster their protagonism in the learning process stood out. The self-analysis carried out by the teachers
proved to be essential for the collective production of reworkings of their teaching practices. It
is concluded that continuing education can be significantly strengthened through collaborative
practices, constituting a valuable tool for the professional development of Physical Education
teachers.

 

COMMITTEE MEMBERS:
Presidente - 3220202 - RUBIANE GIOVANI FONSECA
Interno - 1117423 - FILIPE FERREIRA GHIDETTI
Externa à Instituição - JANAÍNA DA SILVA FERREIRA - UERJ