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Práticas pedagógicas do professor de educação física: entre a formação e o contexto vivido
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Advisor(s)
Abstract(s)
No presente estudo procurou-se indagar a forma como os professores de Educação Física em Portugal organizam as suas aulas. Procurou-se, ainda, perceber a relação existente entre as suas práticas pedagógicas, as suas vivências, as suas posturas e a influência das suas escolas de formação. Recorrendo a uma metodologia de cariz qualitativo o estudo centrou-se num grupo de quinze professores com formações iniciais realizadas nas instituições portuguesas mais marcantes. Concluiu-se que estes professores defendem uma aula bastante estruturada, baseada numa rigorosa planificação, não descurando a questão das motivações dos alunos. Concluiu-se, também, que a existência de práticas pedagógicas (e posturas) diferenciadas, possivelmente devem-se às diferentes formações, ao contexto histórico específico e às diferentes vivências, personalidades e motivações de cada professor. Estas diferenças sugerem, pois, a existência de uma relação entre as práticas pedagógicas e um habitus que se traduz nas vivências adquiridas em diferentes ambientes culturais, políticos e educativos.
The aim of this study is to analyse how Physical Education teachers in Portugal organise their lessons. Moreover, we sought to understand the existing relationship between those practices, their experiences, attitudes and the influence of training schools. Based on a qualitative methodology, the study focused on a group of fifteen teachers with varied degrees in Physical Education, who graduated from some of the most distinguished schools in Portugal. We concluded that these teachers defend the use of well structured classes, based on strict planning, not neglecting students’ motivations. Moreover, that the existence of different pedagogical practices (and attitudes) is possibile due to different training, to the specific historical context and different experiences, personalities and motivations of each teacher. These differences suggest, therefore, there is a relationship between pedagogical practices and a habitus, which means experiences acquired in different cultural, political and educational environments.
The aim of this study is to analyse how Physical Education teachers in Portugal organise their lessons. Moreover, we sought to understand the existing relationship between those practices, their experiences, attitudes and the influence of training schools. Based on a qualitative methodology, the study focused on a group of fifteen teachers with varied degrees in Physical Education, who graduated from some of the most distinguished schools in Portugal. We concluded that these teachers defend the use of well structured classes, based on strict planning, not neglecting students’ motivations. Moreover, that the existence of different pedagogical practices (and attitudes) is possibile due to different training, to the specific historical context and different experiences, personalities and motivations of each teacher. These differences suggest, therefore, there is a relationship between pedagogical practices and a habitus, which means experiences acquired in different cultural, political and educational environments.
Description
Keywords
Práticas pedagógicas Educação física Professores Formação inicial Pedagogical Practices Physical education Teachers
Pedagogical Context
Citation
MOREIRA, J. António & FERREIRA, António Gomes (2014). Práticas pedagógicas do Professor de Educação Física: entre a formação e o contexto vivido. Educação & Filosofia, 28 (56), 857-885.