Banca de QUALIFICAÇÃO: PEDRO HENRIQUE FERREIRA DE MELO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : PEDRO HENRIQUE FERREIRA DE MELO
DATE: 09/08/2023
TIME: 13:30
LOCAL: UFAL ARAPIRACA
TITLE:

EDUCATION AND TEACHER TRAINING AND THE CRITICAL HEALTHY APPROACH TO PHYSICAL EDUCATION: CONTRIBUTIONS OF THE CBCE SCHOOL WG 1992-2022.

KEY WORDS:

Teaching Physical Education; teacher training; Knowledge Production; Critical-Overcoming Approach; Critical Historical Pedagogy; Historical-Dialectic Materialism

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This master's thesis sought to analyze the balance of knowledge production in physical education from the contributions of the critical-overcoming approach (1992-2022) in the annals of the GTT School of CONBRACE. The production of knowledge elaborated here, started from the dialectic between: education and physical education; teaching and teacher training; the dialectical pairs – objective/evaluation and content/method – dealing with knowledge; theory of knowledge – historical-dialectical materialism; historical-critical pedagogy theory; socialist historical project; learning cycles and curricular principles for selecting and dealing with knowledge. A content analysis of the complete works in the aforementioned annals was carried out from the following categories: conception of society; conception of human being; school conception; conception of dealing with knowledge; and curriculum design. With regard to the number of works, 21 (twenty-one) texts were found in the 1997 event, 08 (eight) in 1999, 18 (eighteen) in 2001, 11 (eleven) in 2003, 15 (fifteen) in 2005, 11 ( eleven) in 2007, 25 (twenty-five) in 2009, 26 (twenty-six) in 2011, 28 (twenty-eight) in 2013, 42 (forty-two) in 2015, 45 (forty-five) in 2017, 66 (sixty-six) in 2019 and 34 (thirty-four) in 2021, totaling 350 (three hundred and fifty) texts that mention reflections based on the Critical-Overcoming Approach. In the preliminary results, there is a theoretical retreat in what covers the balance of knowledge production related to the works published in the GTT Escola in the annals of CONBRACE (1997, 1999, 2001, 2003, 2005, 2007, 2009, 2011, 2013, 2015, 2017 , 2019 and 2021). Some works only cite ACS as a pedagogical theory of school physical education without making a connection to what is most advanced: body culture as an object of study of physical education, based on the dialectical pairs - objective/assessment and content- method, learning cycles and curricular principles without carrying out a critical analysis of social reality. The denial of the relationship between the ACS and PHC pedagogical theories that are based on the dialectical method and that understands the school environment as a social factor, since society is rooted in the capitalist system, being divided into classes with different ideals, making the school suffers through determination of the conflict of interests that characterizes society. And finally, the censorship of historical-dialectical materialism, which is concomitant with the philosophical conception that is built in relations with the mode of production, in contradictions, in the need to go to the root of the problem, and changes in the material conditions of life human.

BANKING MEMBERS:
Presidente - 1130452 - CELI NELZA ZULKE TAFFAREL
Externo(a) à Instituição - DEYSIANNE FRANÇA MATOS SILVA - IFAL
Interno(a) - 2731043 - DIEGO DE OLIVEIRA SOUZA
Externo(a) à Instituição - IRINALDO DEODATO SILVA
Interno(a) - 1692137 - JOELMA DE OLIVEIRA ALBUQUERQUE