PEDAGOGIAS CRÍTICAS NA FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA PARA O NOVO MILÊNIO

Autores

DOI:

https://doi.org/10.22456/1982-8918.95142

Palavras-chave:

Pedagogia crítica. Educação Física. Formação de professores.

Resumo

Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do “desconforto”, (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e não são independentes entre si. O artigo conclui que as relações entre professores e alunos na formação inicial em Educação Física são construídas com base na confiança, no cuidado e, secundariamente, que conexões entre professores que atuam na formação superior e a comunidade mais ampla que ensina Educação Física são importantes para providenciar as condições necessárias para as pedagogias críticas nos cursos e programas que formam professores.

 

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Biografia do Autor

Rod Philpot, University of Auckland

Rod Philpot is a Senior Lecturer in the School of Curriculum and Pedagogy, Faculty of Education. Rod began working at The University of Auckland in 2006 after 16 years teaching health and physical education in Auckland secondary schools. He has been an assistant teacher, year 12 dean, head of outdoor education, head of department, and an HPE faculty leader. Rod has moderated standards based assessment, lead scholarship physical education workshops, and helped lead the implementation of NCEA to Auckland physical education teachers. He has presented at national and international physical education conferences.

Rod's research focusses on social justice pedagogies in PETE and school health and physical education. He has participated in international research collaborations focused on social justice in HPE and PETE with colleagues in the Unites States, United Kingdom, Sweden and Norway.

Alan Ovens, University of Auckland School of Curriculum and Pedagogy

Alan is an Associate Professor in Physical Education in the School of Curriculum and Pedagogy, Faculty of Education and Social Work. He has held a range of roles within the faculty, including Deputy Head of the School of Critical Studies in Education, Head of the Health and Physical Education Group, and Director of the Richard Tinning Research Unit. He has also been the President of Physical Education New Zealand (2006-2012) and is the current past Chair of the AIESEP TGfU Special Interest Group. He is the Programme Co-Chair for the  S-STEP Castle Conference in England.  His key research interests are in complexity, teacher education pedagogy and methodologies for self-study research.

Wayne Smith, University of Auckland School of Curriculum and Pedagogy

Wayne Smith is a Senior Lecturer in Health and Physical Education, in the School of Curriculum and Pedagogy, Faculty of Education. Wayne has been involved in teacher education for two decades and from 2002-09 was Head of Programme of the Faculty’s Bachelor of Physical Education. His research and teaching interests are in socially-critical pedagogy in physical education.

Publicado

2019-11-15

Como Citar

PHILPOT, R.; OVENS, A.; SMITH, W. PEDAGOGIAS CRÍTICAS NA FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA PARA O NOVO MILÊNIO. Movimento, [S. l.], v. 25, p. e25064, 2019. DOI: 10.22456/1982-8918.95142. Disponível em: https://www.seer.ufrgs.br/index.php/Movimento/article/view/95142. Acesso em: 2 out. 2022.

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