FREIREIAN PERMANENT TRAINING OF TEACHERS AND PHYSICAL EDUCATION TEACHERS IN COUNTRY SCHOOLS IN THE MUNICIPALITY OF CONCEAÇÃO DO CASTELO/ES, BASED ON THEIR PEDAGOGICAL PRACTICES
Name: SILVANA MARTINS DE CARVALHO
Publication date: 24/01/2025
Examining board:
Name |
Role |
|---|---|
| DEBORA MONTEIRO DO AMARAL | Presidente |
| JOSEMIR ALMEIDA BARROS | Examinador Externo |
| SOLER GONZALEZ | Examinador Interno |
Summary: This research, linked to the line of research "Educational Practices, Diversity and School Inclusion", has the general objective of proposing paths and possibilities for the ongoing training of Physical Education teachers in rural schools, from a Freirean perspective, based on the limitations and potentialities of their pedagogical concepts and practices. Among the specific objectives, we postulate: i) to investigate, through a literature review, what are the productions regarding Physical Education practices in the context of rural schools and ii) to monitor the pedagogical practices of teachers, as well as their perceptions, through observation and listening, problematizing and analyzing the data from the Freirean framework. One of the questions that guide the investigation is: How does the process of ongoing training of Physical Education teachers in the rural area of the municipality of Conceição do Castelo, in Espírito Santo, take place, and how can this process contribute to an education that is critical and liberating for the students inserted in this context? It presents a qualitative approach and consisted of deepening the understanding of the pedagogical practices of a group of five Physical Education teachers from rural schools in this municipality. Data production included: i) application of a questionnaire; ii) semi-structured interviews; iii) analysis of documents – pedagogical practices; and iv) on-site observation by the researcher, with records in a field diary. Thus, the results showed us that there is a consensus on the relevance and need for shared training moments with professionals in the area. This recognition of the importance of ongoing training does not arise only as a professional demand, but also as a practice that strengthens the link between theory and practice, enhancing collective and individual development and promoting a humanizing education.
