Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17608
Programa de Pós-Graduação em Ensino na Educação Básica

Centro: CEUNES
Telefone: (27) 3312 1575
URL do programa: http://www.ensinonaeducacaobasica.ufes.br/apresenta%C3%A7%C3%A3o-0

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Navegando Ensino na Educação Básica por Autor "Alves, Patrick Gabrielli"

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    Identidade cultural e o Congo capixaba de Cariacica nas aulas de Educação Física : da prescrição ao diálogo docente colaborativo
    (Universidade Federal do Espírito Santo, 2024-12-05) Alves, Patrick Gabrielli; Locatelli, Andrea Brandão ; https://orcid.org/0000-0001-7305-0787; http://lattes.cnpq.br/8754516218846670; https://orcid.org/0009-0007-3278-2982; http://lattes.cnpq.br/5995044873800996; Miranda, Marina Rodrigues; https://orcid.org/0000-0002-1133-7827; http://lattes.cnpq.br/4087302830515226; Pozzatti, Mariana ; https://orcid.org/0000-0003-1716-3378; http://lattes.cnpq.br/3569455295558153
    This work seeks to understand the relationship between the production of teaching knowledge, especially about the Congo capixaba of Cariacica in Physical Education classes in schools, to expand the repertoire of teaching knowledge through pedagogical practices that value this cultural knowledge. It analyzed normative documents and reflected on the narratives produced in a collaborative dialogue between teachers involved in the research process, highlighting the importance of teaching practice and teaching that reflect the sociocultural experiences of students and promote more equitable personal and educational development. Reflecting on teachers' narratives reveals that sharing experiences and encouraging reflective dialogues enriches the production of teaching knowledge, favoring new educational approaches and new pedagogical possibilities. However, the school routine and lack of time often make this knowledge invisible, which can be overcome through collaborative contact between teachers at school. This exchange of ideas not only challenges limiting discourses, but also proposes solutions that integrate powerful educational practices. Despite external agents and excessive demands that compromise teaching planning and cause a distance from this theme, the integration of cultural manifestations, such as Congo capixaba, in teaching offers a comprehensive opportunity for students to develop their critical thinking, their subjectivity, their reading of reality, their autonomy and their sensitivity. And the production of teaching knowledge in this context reflects a commitment to teacher training and the transformation of the educational process and teaching practices