Papel da supervisão na perceção socio-escolar da educação física
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2013
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O autor parte de uma reflexão crítica sobre a sua experiência profissional e procura utilizar os recursos disponibilizados pela supervisão pedagógica para alterar conceções nega-tivas sobre a disciplina e os professores de educação física. Constata uma certa incongruência entre esta conceção negativa e a história do ensino da educação física, que tem uma história muito longa, mesmo com objetivos diversos; e congrega informações históricas e antropoló-gicas sobre a importância do corpo e do seu papel numa educação integral.
Desenvolve dimensões de supervisão que podem apoiar a alteração positiva de con-ceções, especialmente a clínica, a colaborativa e a ecológica, no sentido de diagnosticar e tra-tar falhas reveladas, no sentido de promover a interdisciplinaridade e a colaboração e no sen-tido de aproveitar as potencialidades pessoais e do meio.
É um facto histórico o privilégio dado à formação académica na educação escolar; e é também certa a desvalorização da dimensão material no pensamento europeu, bem como o sentido negativo que a religião atribuiu ao corpo. Esse contexto pode explicar crenças atuais, que o autor pretende alterar com ações concretas de intervenção.
Num projeto concreto de intervenção na escola/agrupamento, em torno do conceito-chave “comunidade educativa em movimento e lazer para uma formação integral”, o autor propõe ações concretas, realizadas com grupos heterogéneos de professores, alunos e encarre-gados de educação com vista a diminuir ou eliminar essa perceção negativa.
The author begins with a critical reflection about his professional experience and seeks to use the resources made available by the pedagogical supervision in order to change negative conceptions about the subject and Physical Education teachers. He notes a certain incongruity between this negative conception and the history of Physical Education teaching, which is very long, with a range of goals, and gathers historical and anthropological informa-tion about the importance of the body and its role in a holistic education. He develops supervisory dimensions that can support the positive change of concep-tion, namely the clinical, the collaborative and the ecological, in order to diagnose and treat revealed failures, to promote cross-disciplinary endeavours and collaboration and to take ad-vantage of the personal and environmental potential. Priority given to the academic training in educational system is a historical fact. It is also true the devaluation of the material dimension in european thought, as well as the nega-tive connotations that religion has assigned to the body. This context can explain current be-liefs which the author intends to change with concrete actions of intervention. In a real intervention project in a school/ schools grouping, around the key concept "educational community in motion and leisure for an integral formation", the author suggests concrete actions, carried out with heterogeneous groups of teachers, students and parents in order to reduce or eliminate this negative perception.
The author begins with a critical reflection about his professional experience and seeks to use the resources made available by the pedagogical supervision in order to change negative conceptions about the subject and Physical Education teachers. He notes a certain incongruity between this negative conception and the history of Physical Education teaching, which is very long, with a range of goals, and gathers historical and anthropological informa-tion about the importance of the body and its role in a holistic education. He develops supervisory dimensions that can support the positive change of concep-tion, namely the clinical, the collaborative and the ecological, in order to diagnose and treat revealed failures, to promote cross-disciplinary endeavours and collaboration and to take ad-vantage of the personal and environmental potential. Priority given to the academic training in educational system is a historical fact. It is also true the devaluation of the material dimension in european thought, as well as the nega-tive connotations that religion has assigned to the body. This context can explain current be-liefs which the author intends to change with concrete actions of intervention. In a real intervention project in a school/ schools grouping, around the key concept "educational community in motion and leisure for an integral formation", the author suggests concrete actions, carried out with heterogeneous groups of teachers, students and parents in order to reduce or eliminate this negative perception.
Descrição
Orientação: Ana Paula Silva ; co-orientação: Carlos Fernandes Maia
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, SUPERVISÃO PEDAGÓGICA, EDUCAÇÃO FÍSICA, PERCEÇÃO SOCIAL, EDUCATION, PEDAGOGICAL SUPERVISION, PHYSICAL EDUCATION, SOCIAL PERCEPTION