info:eu-repo/semantics/article
PHYSICAL EDUCATION TEACHER EDUCATION IN BRAZIL: ANALYSIS OF SOME PUBLIC POLICIES AND ITS IMPLICATIONS TO THE DEVELOPMENT OF PROFESSIONAL PRACTICE
FORMACIÓN DE PROFESORES DE EDUCACIÓN FÍSICA EN BRASIL: ANÁLISIS DE ALGUNAS POLÍTICAS PÚBLICAS Y SUS IMPLICACIONES PARA EL DESARROLLO DE LA PRÁCTICA PROFESIONAL;
FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA NO BRASIL: ANÁLISE DAS POLÍTICAS PÚBLICAS E IMPLICAÇÕES PARA O DESENVOLVIMENTO DA PRÁTICA PROFISSIONAL
Autor
Rufino, Luiz Gustavo Bonatto
Benites, Larissa Cerignoni
Souza Neto, Samuel de
Institución
Resumen
We aimed to analyze public policies development process related to Physical Education Teacher Education in Brazil, highlighting their main advances, as well as the issues that still need to be better understood. We performed a documentary analysis of the Law of Guidelines and Bases of National Education (LGB) and the National Common Curriculum Basis (NCCB), aiming to understand the historical transformations and the main teachers training conceptions over time. The results were divided in three categories: Physical Education in Brazil and public policies; Documental analysis and implications to the training in Physical education; Development of practice in Physical Education and its relations with public policies. The analysis of the documents showed that little attention has been paid to the specificities of PE. Thus, in the scope of public policies, it is essential to analyze not only their latent content, but also the relationships presented and their established social configurations. We aimed to analyze public policies development process related to Physical Education Teacher Education in Brazil, highlighting their main advances, as well as the issues that still need to be better understood. We performed a documentary analysis of the Law of Guidelines and Bases of National Education (LGB) and the National Common Curriculum Basis (NCCB), aiming to understand the historical transformations and the main teachers training conceptions over time. The results were divided in three categories: Physical Education in Brazil and public policies; Documental analysis and implications to the training in Physical education; Development of practice in Physical Education and its relations with public policies. The analysis of the documents showed that little attention has been paid to the specificities of PE. Thus, in the scope of public policies, it is essential to analyze not only their latent content, but also the relationships presented and their established social configurations. Objetivou-se analisar o processo de desenvolvimento das políticas públicas relacionadas à formação de professores de Educação Física no Brasil, assinalando os principais avanços, bem como as questões que ainda precisam ser melhores compreendidas. Para isso, realizou-se uma análise documental da Lei de Diretrizes e Bases da Educação Nacional (LDB) e da Base Nacional Comum Curricular (BNCC) visando compreender as transformações históricas e as principais concepções formativas ao longo do tempo. Os resultados foram divididos em três categorias: Educação Física no Brasil e as políticas públicas; Análise dos documentos e implicações para a formação na Educação Física; Desenvolvimento da prática na Educação Física e suas relações com as políticas públicas. A análise dos documentos elucidou que pouca atenção tem sido destinada às especificidades da EF. Assim, no âmbito das políticas públicas é fundamental analisar não apenas seus conteúdos latentes, mas também as relações apresentadas e suas configurações sociais estabelecidas.
Materias
Ítems relacionados
Mostrando ítems relacionados por Título, autor o materia.
-
Report on mathematics teacher preparation in Ecuador
Rivadeneira Loor, Fredy Yunior; Trelles Zambrano, Cesar Augusto; Calle Palomeque, Carmen Eulalia (Springer International Publishing, 2018)The present volume is the third in the series of reports of the Capacity and Networking Project (CANP) of the International Commission on Mathematical Instruction (ICMI). It is the outcome of the intensive work that was ... -
The impact of a mentoring programme on novice teachers
Foster, Glen (2012-03-14) -
Defining content for field-based coursework: Contrasting the perspectives of secondary preservice teachers and their teacher preparation curricula
Montecinos, Carmen; Walker, Horacio; Rittershaussen, Sylvia; Nunez, Claudio; Contreras, Ines; Cristina Solis, Maria (PERGAMON-ELSEVIER SCIENCE LTD, 2011)The current study examined changes and continuities in how 11 secondary teacher preparation programs and 743 preservice teachers conceptualized the content and sequence of field-based teacher preparation. Although curricula ...