Banca de DEFESA: FABYANA SOARES DE OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : FABYANA SOARES DE OLIVEIRA
DATE: 25/08/2023
TIME: 14:30
LOCAL: Auditório 1 do PPGEd do NEPSA II + Plataforma de webconferência (híbrido)
TITLE:

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KEY WORDS:

School Physical Education. Collaborative continuing education. Inclusion.

PAGES: 217
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The theme of inclusion in school Physical Education classes and in continuing education has been discussed in various studies. However, despite this, many are the desires and concerns of teachers in their efforts to promote educational experiences that consider the specificity and subjectivity of each student, whether they have a disability or not, which becomes one of the challenges encountered in teaching practice. In this context, it is necessary to invest in proposals that provide opportunities for the expansion of knowledge in dialogue with reality and value the participation of all students during the teaching and learning process, based on an extended concept of inclusion. Continuing education is one of the paths for expanding knowledge. Therefore, the present study aims to analyze the implications of a collaborative continuing education in the inclusive practice of Physical Education teachers. For this purpose, we chose a qualitative research approach through collaborative action research, which involved the participation of nineteen Physical Education teachers and two coordinators from the Physical Education department of the Municipal Basic Education Secretariat (SMEB) of the city of Ceará-Mirim/RN. We conducted semistructured interviews to better understand the teachers' reality and thus organize the next steps of the intervention. Next, we structured the collaborative continuing education in ten formative meetings, with three being conducted virtually and seven inperson, considering the need for training and structured teaching practice through remote learning, as indicated by the collaborating teachers. The foundation of the continuing education was based on School Physical Education within an inclusive perspective, and it was grounded in the discussion about curriculum in alignment with the National Curricular Common Base (BNCC). The collaborative training space aimed to reflect on teaching practices, giving voice to all participants in the process, as well as facilitating the construction and sharing of teaching knowledge. These insights were interwoven through exchanges, opportunities for listening and speaking, interactions, and experiences. These aspects became the differentiating factors during the development of the continuing education. As a result, the intervention proposal enabled a broader perspective on collaborative work between the researcher and teachers. Moreover, in this process of teachers' protagonized, constructed, redefined, and transformed knowledge, the key element was the subjectivity of the collaborating teachers. Through this path, it was possible to interweave knowledge and build many others, which contributed to the teaching formation of the participating teachers, especially regarding a proposal for classes from an inclusive perspective, considering the diversification of content.

COMMITTEE MEMBERS:
Externo ao Programa - 1714277 - ANTONIO DE PADUA DOS SANTOS - nullInterna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - GRACIELE MASSOLI RODRIGUES - USJT
Presidente - 1714249 - MARIA APARECIDA DIAS
Externa à Instituição - MARIA DAS GRAÇAS CARVALHO SILVA DE SÁ - UFES
Externa à Instituição - MICHELE PEREIRA DE SOUZA DA FONSECA - UFRJ
Externa ao Programa - 3220202 - RUBIANE GIOVANI FONSECA - null