O trabalho pedagógico das professoras supervisoras do PIBID: cultura esportiva da escola

Abstract

The purpose of this study consists in analyzing the impact of the "Sports Culture of the School" PIBID in the pedagogical work of supervising teachers. The method that guided the research was the dialectical historical materialism in the pursuit to reach the synthesis of the phenomenon investigated from the multiple understanding of reality. The analysis was conducted based on documentary research and interviews that originated from a theoretical and methodological movement. The analyzed methodological categories were the entirety, historicity, mediation and contradiction. In principle, the content category was pedagogical work and, subsequently, continuing education, knowledge production, and pedagogical praxis. These categories were driven by the research problem: What is the repercussion of the participation of supervising teachers in the "Sports Culture of the School" PIBID for your pedagogical work? Contributions to the pedagogical work were evidenced regarding mainly: the construction of a continuing education space; promotion of an interrelationship between school and university; encouragement of the knowledge production; collective work; methodological exchanges and experiences; critical view of the work conducted at school; changes in pedagogical practice; motivation for teaching; and closer approach between theory and practice. The main highlighted limitations were: the discontinuity of pedagogical work; little evidence in transformation and organization of the pedagogical work of the school; lack of exclusive spaces for discussions between the teaching initiation fellows and supervising teachers; social and school infrastructure problems; the development of the subproject outside of school hours; discontinuity in the knowledge production; actions in schools often restricted to the group of PIBID members. It was concluded that the "Sports Culture of the School" PIBID allowed for partial contributions in all categories analyzed, bringing some significant contributions to the development of pedagogical work, however other elements could be better developed along the subproject. As a result, it was observed that the subproject did not present a defined theoretical, epistemological, philosophical basis, and did not reflect directly in the organization of the pedagogical work of supervising teachers and in the concept of pedagogical work defined in this study.