A Educação Física e a formação de professores: pluralidades, projetos pedagógicos, sociedade brasileira e intervenção formativa democrática
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Data
2021-02-23
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Universidade Federal de Goiás
Resumo
In view of the Brazilian population diversity, it is becoming increasingly urgent to carry out studies and pedagogical practices related to social plurality and, consequently, the understanding of Brazilian society. Physical Education and the problem of the difficulties of teacher training processes, given the Brazilian multiplicity, come up against the attempt to propose school classes / interventions that respect and observe school audiences. In this combination of elements, we seek to debate the possibilities and difficulties in teacher training on Afro-Brazilian and indigenous history in the face of the demands of Law 10.639 / 03 as well as 11.645 / 08 that regulate the mandatory theme “Afro-Brazilian History and Culture Brazilian and Indigenous ”in basic education and to understand elements of this complex relational dynamic. We present a study that investigated several Pedagogical Projects of Physical Education Courses in their textual / formal discourse, with Physical Education courses from the Federal University of Goiás- Regional Catalão (RC / UFG) the starting point. In addition to observing the adequacy to the legislation, we tried to problematize the process of training Physical Education teachers at national level, looking for the way in which cultural diversity, the presence of different groups of Brazilians were thought / not in the training process of the Physical Education teacher. And finally, we report a pedagogical experience with Maculelê that shows us in the practical field how the articulation of ethnic-racial issues, training in the area and Physical Education classes at school works.
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Palavras-chave
Formação de professor(a), Educação física, Étnico-raciais, Teacher education, Physical education, Ethnic-racial
Citação
MARTINS, P. M. C. A Educação Física e a formação de professores: pluralidades, projetos pedagógicos, sociedade brasileira e intervenção formativa democrática. 2021. 114 f. Dissertação (Mestrado em História) - Universidade Federal de Goiás, Catalão, 2021.