Formação de professores: a possibilidade da prática como articuladora do conhecimento.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

The study is inserted in the field of concentration ?Education, society and pedagogical praxis?, being specified in the research lines ?Curriculum and information technologies? as well as ?Study and Research in Physical Education &Sports and Leisure?, of the Post- Graduation Program of the Universidade Federal da Bahia. It is invested in the upbringing of teachers, as it relates to the practice as articulating the knowledge in the curriculum, its connections with historical projects of university and of human upbringing, intending pedagogical, scientific and political qualification. In order to deal with this issue, theoretical positions concerning the relation work-education were taken into account, highlighting the understanding of historical project, class struggle and praxis. The data was collected from the analysis of documents and of two empirical fields, the Physical Education course of UFBA, its conditions of offer and curricular propositions, and the ?Curricular Activity in Community: Interdisciplinary Actions in Areas of Agrarian Reform?, experimental-pedagogical project of UFBA. The analysis occurred, considering struggles, among government, teachers, students and social movements, related to university projects and of teachers? upbringing. The relations between general and specific were checked, according to three categories: contradiction, possibility, totality. In the literature, documents and pedagogical experiences, contradictions and possibilities in the teachers? upbringing are recognized. In the teaching degree, it is expected an alienated work, characteristic of the capitalist mode of production, not mechanically but mediated by a pedagogical work and by directed political struggle, which is alterable as social praxis. The main assumption, therefore, is that the upbringing of the Physical Education teacher, known by the antagonism of projects, occurs in the contradiction between theory and practice, whose overcoming copes necessarily with the consideration of work as an articulating of knowledge, i.e., with qualified pedagogical, scientific and political practice. The analysis of the connections between pedagogical work and of the conception of upbringing permits to verify the dichotomy between theory and practice as the main contradiction in the qualification-disqualification upbringing process. It is added to it, the relations among collective and individual, alienation and ?disalienation? and among auto determination as contradictions not only in teaching degrees, in all university, but also in organized social movements, the field of pedagogical action for the upbringing of university students. Finally, it is acknowledged having its basis in the dynamics of the real and in the movement of the capital that emphasizes its historical contradictions, that the resistance and the qualified practice presupposes its references in the historical project beyond the capital, in the political upbringing, in the class awareness, in the revolutionary organization.

ASSUNTO(S)

articulação curricular physical education teachers? upbringing pedagogical work práxis social trabalho pedagógico formação de professores ciências humanas social praxis educação física curricular articulation

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