A Teoria Da Relação Com O Saber De Bernard Charlot

Venâncio, Luciana

doi:10.31692/2595-2498.v1i3.63

IJET

2018

DOI: 10.31692/2595-2498.v1i3.63

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A Teoria Da Relação Com O Saber De Bernard Charlot

Luciana Venâncio

Abstract: O objetivo deste artigo foi compartilhar parte do processo de mediação de uma mesa temática que reuniu professoras-pesquisadoras de diferentes áreas do conhecimento, que apresentaram um panorama de investigações realizadas na Argentina, no Brasil e no Uruguai, com foco na teoria da relação com o saber.

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2020

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Cited by 1 publication

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Estágio Supervisionado em Educação Física na Educação Infantil e no Ensino Fundamental: Narrativas (Auto)Formativas [Supervised Practicum in Physical Education in Early Childhood and Elementary Education: (Auto)Biographical Narratives]

Souza

Barros

Venâncio

et al. 2020

Journal of Sport Pedagogy &Amp; Research

Self Cite

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The objective of this article is to describe educational practices between students in teacher education and professors as practicum supervisors. The study is methodologically based on (auto)biographical narratives from the practicums at a military school and a municipal school in Fortaleza, in northeastern Brazil. The participants are two physical education undergraduates at the Federal University of Ceará – who followed through classes in early childhood and elementary education – and two university professors as practicum supervisors. The content analysis of themes from the narratives was dialogical, using a virtual learning environment. The narratives were compiled from field records, shared readings and nine meetings during one semester. The mediation of reflections took place weekly through the Google Docs platform. The results pointed out some problems and challenges, such as the context, structure and accessibility of each school, preparation of classes, school teachers’ educational practices, as well as the specificity of physical education. We consider that educational practices between the students and supervisors were close to the positions taken by one teacher; however, there was a distance from the dispositions of other teachers at both schools. We conclude that narratives situated ways of coping with adversity, contributing to the students’ process of self-study.

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Estágio Supervisionado em Educação Física na Educação Infantil e no Ensino Fundamental: Narrativas (Auto)Formativas [Supervised Practicum in Physical Education in Early Childhood and Elementary Education: (Auto)Biographical Narratives]

Souza

Barros

Venâncio

et al. 2020

Journal of Sport Pedagogy &Amp; Research

Self Cite

View full text Add to dashboard Cite

show abstract

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A Teoria Da Relação Com O Saber De Bernard Charlot

Cited by 1 publication

References 7 publications

Estágio Supervisionado em Educação Física na Educação Infantil e no Ensino Fundamental: Narrativas (Auto)Formativas [Supervised Practicum in Physical Education in Early Childhood and Elementary Education: (Auto)Biographical Narratives]

Estágio Supervisionado em Educação Física na Educação Infantil e no Ensino Fundamental: Narrativas (Auto)Formativas [Supervised Practicum in Physical Education in Early Childhood and Elementary Education: (Auto)Biographical Narratives]

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