Caminhos de uma mudança no currículo de graduação em Educação Física: construção de um coletivo docente
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2014-10-16
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Os currículos dos cursos de Educação Física vêm, na última década, passando
por mudanças com o objetivo de se adequarem às orientações expostas nas
diretrizes curriculares para a área. Assim, o Curso de Graduação em Educação
Física da Universidade de Fortaleza desenvolveu, a partir de 2007, uma
reforma curricular tendo em vista implantar um modelo integrado de currículo. A
transformação oriunda desta mudança e a transformação dos docentes
envolvidos, se constitui de objeto de estudo dessa pesquisa, cujo objetivo geral
foi analisar o desenvolvimento da mudança curricular em um Curso de
Graduação em Educação Física, sob a ótica dos atores envolvidos. A pesquisa
é um estudo de caso com abordagem quanti-qualitativa. Contribuíram como
voluntários na pesquisa qualitativa, 26 (vinte e seis) professores, divididos em
três estratos e na quantitativa, 17 (dezessete) professores, divididos em dois
estratos. Para a coleta de dados utilizou-se: entrevista individual, análise
documental, grupo focal e um questionário validado, sobre teorias implícitas
para professores de ensino superior. Os dados qualitativos foram analisados
por meio de categorias de análise e aos dados quantitativos foram aplicados
dois índices: o Índice de Tipicidade – IT e o Índice de Polaridade – IP e estes
resultados, foram analisados por meio da estatística descritiva. As categorias
que emergiram da triangulação dos dados foram três: caminhos da inovação
curricular; os desafios na implantação de uma inovação curricular; a
constituição de uma organização aprendente. Alguns elementos são indicativos
da presença de estratégias inovadoras na mudança do currículo, como:
construção coletiva e interdisciplinar; docentes como autores, protagonistas da
mudança; produção de um currículo com desenho inovador e formação de um
grupo aprendente, que se auto-renovou e se alinhou quanto às concepções e
práticas pedagógicas necessárias à mudança do currículo. Conclui-se que para
além de uma simples reforma, esta mudança pode ser caracterizada, sob a
ótica dos docentes, como uma inovação curricular.
The curricula of the courses in Physical Education have been going through changes during the last decade, aiming to adapt to the orientations outlined in the curricular guidelines of the field. Therefore, starting in 2007, the undergraduate course in Physical Education of University of Fortaleza has developed a curricular reform with the objective of establishing an integrated model of curriculum. The transformation originated from this change and the transformation of the teachers involved form the object of study for this research, the general objective of which is to analyze the development of the curriculum change in an undergraduate course in Physical Education, from the point of view of the actors involved. The research is a case study using a quantitative-qualitative approach. Twenty-six teachers, divided into three strata, gave their contribution to the qualitative research as volunteers, and seventeen teachers, divided into two strata, contributed to the quantitative research as volunteers. The following means were used to collect data: individual interview, documental analysis, focal group and a validated questionnaire about implicit theories for teachers of higher education. The qualitative data was examined through analysis categories, and for the quantitative data two indexes were applied: The Typicality Index and The Polarity Index, and these results were analyzed by means of descriptive statistics. The categories that emerged from the triangulation of the data were three: paths of curricular innovation; the challenges in establishing a curricular innovation; the structure of a learner organization. Some elements indicate the presence of innovative strategies in the curriculum change, such as collective and interdisciplinary construction; teachers as authors, protagonists of the change; production of a curriculum with innovative design, and formation of a learner group that renewed and aligned itself for the necessary pedagogic conceptions and practices to change the curriculum. It can be concluded that, in addition to be a simple reform, this change can be characterized, from the teachers’ point of view, as a curricular innovation.
The curricula of the courses in Physical Education have been going through changes during the last decade, aiming to adapt to the orientations outlined in the curricular guidelines of the field. Therefore, starting in 2007, the undergraduate course in Physical Education of University of Fortaleza has developed a curricular reform with the objective of establishing an integrated model of curriculum. The transformation originated from this change and the transformation of the teachers involved form the object of study for this research, the general objective of which is to analyze the development of the curriculum change in an undergraduate course in Physical Education, from the point of view of the actors involved. The research is a case study using a quantitative-qualitative approach. Twenty-six teachers, divided into three strata, gave their contribution to the qualitative research as volunteers, and seventeen teachers, divided into two strata, contributed to the quantitative research as volunteers. The following means were used to collect data: individual interview, documental analysis, focal group and a validated questionnaire about implicit theories for teachers of higher education. The qualitative data was examined through analysis categories, and for the quantitative data two indexes were applied: The Typicality Index and The Polarity Index, and these results were analyzed by means of descriptive statistics. The categories that emerged from the triangulation of the data were three: paths of curricular innovation; the challenges in establishing a curricular innovation; the structure of a learner organization. Some elements indicate the presence of innovative strategies in the curriculum change, such as collective and interdisciplinary construction; teachers as authors, protagonists of the change; production of a curriculum with innovative design, and formation of a learner group that renewed and aligned itself for the necessary pedagogic conceptions and practices to change the curriculum. It can be concluded that, in addition to be a simple reform, this change can be characterized, from the teachers’ point of view, as a curricular innovation.
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Tese de Doutoramento em Ciências do Desporto
Palavras-chave
Educação física , Currículos , Inovação , Docente , Educação superior