Banca de DEFESA: EWERTON LEONARDO DA SILVA VIEIRA
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : EWERTON LEONARDO DA SILVA VIEIRA
DATE: 11/08/2021
TIME: 14:00
LOCAL: http://meet.google.com/rmp-bupv-ktq
TITLE:
Assumptions from a self-study on the complexities of the beginning of one school physical education teacher-researcher's teaching career
KEY WORDS:
Autobiographical narratives; Teaching cases; Collaboration; Teacher education; Critical friendship.
PAGES: 187
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Permanente
SUMMARY:
This Master’s thesis is a self-study about the complexities of the beginning of one school physical education teacher-researcher's teaching career. The educative processes of the physical education teacher’s knowledge construction happen throughout the life span. This knowledge is represented in pedagogical practice through attitudes and actions and it is directly linked to the quality of teaching practice. Then, it is necessary to assume ourselves as teachers-researchers and reflect on our own pedagogical practice during the ongoing teacher education to consolidate or (re)signify teaching-based knowledge. For this, the teacher needs to assume that he/she is a researcher of his/her own pedagogical practice since he/she started teaching. When the beginning teacher assumes him/herself as a researcher of his/her own educational practices – mobilizing him/herself to transform them, also assuming the autonomous and emancipatory character of his/her actions and intentions –, he/she poses himself as susceptible to the changes he/she intends to carry out, thus demanding the collaboration of other colleagues, as well as expanding access to the means necessary to ensure excellence in their work with peers and school management, in addition to requiring effective support from public policies. However, not every teacher researches his/her own practice and is open to the collaboration of professional colleagues or even students. Thus, the objective of this self-study is to identify the complexities of the very beginning of one physical education teacher-researcher’s teaching career and describe the contributions of a critical friendship to deal with such complexities, qualitatively improving his practice. To this end, this research was carried out within the scope of basic education: the teaching of the content “fights” for a class of the 2nd year of high school at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte – campus Natal Central. The investigation focuses on the analysis shared with a critical friend teacher about the teaching cases of my own practice in the working context. Methodologically, the research is based on principles of the “self-study of teaching and teacher education practices” (S-STTEP). I start from the assumption that the teaching of physical education at school is something complex and that the teacher – as any human being – is an unfinished being, leaving us – teachers and researchers – to assume a collectively and collaboratively elaborated model that makes it possible to rethink and continually redo our teaching practice, expanding the reflexive standpoint about the events that occurred in class. The results point to the importance of collaboration with other teachers – referred to in the literature as “critical friends” – that foster concerns and questions, stimulating reflective processes about teaching and learning. The identified complexities arose from three sources of knowledge: from the dilemmas and limited situations emerging from the practice; pedagogical intentions of teaching and learning; and interaction with students and teachers. Thus, this study allowed us to conclude: on the one hand, self-study and critical friendship are coherent and situated strategies of collaborative investigation of the teaching practice itself because, by sharing knowledge and understanding, both promote the improvement of teaching and the personal and professional development of those involved; on the other hand, there is a limit to the research as the focus is not on the voices of the students – as intersubjective individuals – because they could also contribute to analyze the teacher's practice.
BANKING MEMBERS:
Presidente - 134.572.168-43 - LUIZ SANCHES NETO - UFC
Interno - 1645961 - ALLYSON CARVALHO DE ARAUJO
Interna - 127.196.788-05 - LUCIANA VENÂNCIO - UFC
Externa à Instituição - ELISABETE DOS SANTOS FREIRE - USJT
Externa à Instituição - ISABEL PORTO FILGUEIRAS - USJT