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vol.26 número2EDUCAR PARA A DIVERSIDADE: GÊNERO E SEXUALIDADE SEGUNDO A PERCEPÇÃO DE ESTUDANTES E SUPERVISORAS DO PROGRAMA INSTITUCIONAL DE BOLSA DE INICIAÇÃO À DOCÊNCIA (UFSM)EXPERIÊNCIAS DE ENSINO NO ESTÁGIO SUPERVISIONADO E AUTOEFICÁCIA PARA ENSINAR EDUCAÇÃO FÍSICA NA ESCOLA índice de autoresíndice de assuntospesquisa de artigos
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Revista da Educação Física / UEM

versão impressa ISSN 0103-3948versão On-line ISSN 1983-3083

Resumo

MATOS, Juliana Martins Cassani et al. PHYSICAL EDUCATION TEACHING CONTENTS AT SCHOOL: SHARED KNOWLEDGES THROUGH TEACHERS' NARRATIVES. Rev. educ. fis. UEM [online]. 2015, vol.26, n.2, pp.181-199. ISSN 1983-3083.  https://doi.org/10.4025/reveducfis.v26i2.23200.

ABSTRACT

The article analyzes the way that Physical Education teachers work with teaching contents, problematizing the tensions and the potentialities that cross their pedagogical practices. The research, which has a narrative aspect, (CERTEAU, 2002; RIBEIRO; SOUZA, 2010), uses as collaborators 14 teachers who teach in Basic Education Schools of Metropolitan Micro region of Espírito Santo State. It uses as a tool to produce its sources a semi-structured interview, a focal group and three to five oral individual narratives. Teachers indict content conceptions related to practices, signalizing what they understand to be specific of the area and systematizing what they teach from projects built through dialogue with different disciplines, producing a curricular integration that is similar to the discussions present in the National Curricular Guidelines of Basic School (BRASIL, 2013).

Palavras-chave : Teaching Contents; Teachers' Narratives; Shared Knowledges.

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