Vidas profissionais de dois Professores de Educação Física e Pesquisadores brasileiros

encontros e desencontros com as práticas colaborativas

Autores

  • Luiz Gustavo Bonatto Rufino Unieduk, Paulinia, Brazil
  • Marcos Roberto Godoi Municipal Education of Cuiaba, Cuiaba, Brazil
  • Carla Nascimento Luguetti Institute for Health and Sport at Victoria University, Melbourne, Australia
  • Cassandra Iannucci Deakin University, Waurn Ponds, Australia

DOI:

https://doi.org/10.22456/1982-8918.127385

Palavras-chave:

Docentes, Capacitação de Professores, Educação Física., Socialização Ocupacional.

Resumo

O objetivo deste artigo é explorar as práticas colaborativas e as experiências na socialização de dois professores e pesquisadores de Educação Física (EF) no Brasil. Este estudo de caso qualitativo e colaborativo teve como participantes dois profissionais brasileiros que atuam em escolas e em universidades e dois amigos críticos. Foram identificados incidentes críticos relacionados às práticas colaborativas por meio de gráficos e foto-elicitação, em quatro encontros online. Os resultados foram analisados à luz da teoria da socialização docente e revelaram que: (a) as práticas colaborativas podem ser consideradas como processos complexos e dialógicos que proporcionam diferentes experiências (positivas e negativas) na vida e na carreira; e (b) socialização como um processo não linear que pode ser melhorado com pesquisa e colaboração. Os achados contribuem para ampliar a compreensão das práticas colaborativas em apoio a carreiras sustentáveis ​​e significativas.

Downloads

Não há dados estatísticos.

Referências

ABRAMIS, David J. Work role ambiguity, job satisfaction, and job performance: meta-analyses and review. Psychological Reports, v. 75, n. suppl. 3, p. 1411-1433, 2001. DOI: https://doi.org/10.2466/pr0.1994.75.3f.1411

AUSTIN, Ann E.; MCDANIELS, Melissa. Preparing the professoriate of the future: graduate student socialization for faculty roles. In: SMART, J. C. (org.). Higher Education: handbook of theory and research. Dorbrecht: Springer, 2006. v. XXI p. 397-456. DOI: https://doi.org/10.1007/1-4020-4512-3_8

BEZEAU, David et al. Health education assessment practices used by physical education and health teachers in a collaborative action research. Physical Education and Sport Pedagogy, v. 25, n. 4, p. 379–393, 2020. DOI: https://doi.org/10.1080/17408989.2020.1725457

BORGES, Cecilia; LESSARD, Claude. Qu’arrive-t-il quand la collaboration enseignante devient une norme? In: MARCEL, Jean-François et al. Coordonner, collaborer, coopérer: de nouvelles pratiques enseignantes. Ottignies-Louvain-la-Neuve, Bélgica: De Boeck Supérieur, 2007. p. 61-74.

BOUCHER JUNIOR, Michael L. Participant empowerment through photo elicitation in ethnographic education research: new perspectives and approaches. Cham, Switzerland: Springer, 2017.

BRACHT, Valter et al. Pesquisa em ação: Educação Física na escola. 2. ed. Ijuí: Unijuí, 2005.

BRAUN, Virginia; CLARKE, Victoria. Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Sport, v. 11, n. 4, p. 588-599, 2019. DOI: https://doi.org/10.1080/2159676X.2019.1628806

BRYMAN, A. Social research methods. Oxford University Press, 2012.

CORDINGLEY, Philippa; RUNDELL, B.; BELL, M. How does CPD affect teaching and learning? Issues in systematic reviewing from a practitioner perspective. British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, Sept.11 – 13, 2003.

DEGLAU, Dena; O’SULLIVAN, Mary. The effects of a long-term professional development program on the beliefs and practices of experienced teachers. Journal of Teaching in Physical Education, v. 25, n. 4, p. 379-396, 2006. DOI: https://doi.org/10.1123/jtpe.25.4.379

ERBAS, Mustafa Kayihan. Professional marginalization and isolation: a study of Physical Education teachers. European Journal of Education and Pedagogy, v. 2, n. 5, p. 47-50, 2021. DOI: https://doi.org/10.24018/ejedu.2021.2.5.179

FLETCHER, Tim; NI CHROININ, Déirdre; O’SULLIVAN, M. A layered approach to critical friendship as a means to support pedagogical innovation in pre-service education. Studying Teacher Education, v. 12, n. 3, p. 302-319, 2016. DOI: https://doi.org/10.1080/17425964.2016.1228049

FLYVBJERG, Bent. Five misunderstandings about case-study research. Qualitative Inquiry, v. 12, n. 2, p. 219-245, 2006. DOI: https://doi.org/10.1177/1077800405284363

FORTE, Ana Maria; FLORES, Maria Assunção. Teacher collaboration and professional development in the workplace: a study of Portuguese teachers. European Journal of Teacher Education, v. 37, n. 1, p. 91-105, 2014. DOI: https://doi.org/10.1080/02619768.2013.763791

GATTI, Bernardete Angelina; BARRETO, Elba Siqueira de Sá; ANDRÉ, Marli Eliza Dalmazo de Afonso. Políticas docentes no Brasil: um estado da arte. Brasília: UNESCO, 2011.

GONÇALVES, Luiza et al. ‘We united defend ourselves and face our struggles’’: nurturing a physical education teachers’ community of practice in a precarious context. Physical Education and Sport Pedagogy, v. 27, n. 1, p. 1-14, 2021. DOI: https://doi.org/10.1080/17408989.2021.1891212

GOODYEAR, Victoria A.; CASEY, Ashley. Innovation with change: developing a community of practice to help teachers move beyond the ‘honeymoon’ of pedagogical renovation. Physical Education and Sport Pedagogy, v. 20, n. 2, p. 186-203, 2015. DOI: https://doi.org/10.1080/17408989.2013.817012

HARPER, Douglas. Talking about pictures: a case for photo elicitation. Visual Studies, v. 17, n. 1, p. 13-26, 2002. DOI: https://doi.org/10.1080/14725860220137345

HARGREAVES, Andy. Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, v. 25, n. 5, p. 603-625, 2019. DOI: https://doi.org/10.1080/13540602.2019.1639499

HARGREAVES, Andy; O’CONNOR, Michael. Cultures of professional collaboration: their origins and opponents. Journal of Professional Capital and Community, v. 2, n. 2, p. 74-85, 2017. DOI: https://doi.org/10.1108/JPCC-02-2017-0004

HUNUK, Deniz. A physical education teacher’s journey: from district coordinator to facilitator. Physical Education and Sport Pedagogy, v. 22, n. 3, p. 301-315, 2017. DOI: https://doi.org/10.1080/17408989.2016.1192594

IANNUCCI, Cassandra. The professional lives and careers of physical education teachers in Irish post-primary schools. 2018. 161 f. Thesis (Ph.D. Physical Education 2019). Department of Physical Education and Sport Sciences, University of Limerick, Limerick, 2018.

IANNUCCI, Cassandra; MACPHAIL, Ann. One teacher’s experience of teaching Physical Education and another school subject: an inter-role conflict. Research Quarterly for Exercise and Sport, v. 89, n. 2, p. 235-245, 2018. DOI: https://doi.org/10.1080/02701367.2018.1446069

KEAY, Jeanne. Collaborative learning in physical education teachers’ early-career professional development. Physical Education and Sport Pedagogy, v. 11, n. 3, p. 285-305, 2006. DOI: https://doi.org/10.1080/17408980600986322

LAWSON, Hal. Towards a model of teacher socialisation in Physical Education: the subjective warrant recruitment and teacher education. Journal of Teaching in Physical Education, v. 2, n. 3, p. 3-16, 1983.

LEE, Hong-Min; CURTNER-SMITH, Matheu. Impact of occupational socialization on the perspectives and practices of Sport Pedagogy Doctoral Students. Journal of Teaching in Physical Education, v. 30, n. 3, p. 296-313, 2011. DOI: https://doi.org/10.1123/jtpe.30.3.296

LUGUETTI, Carla et al. Developing teachers’ pedagogical identities through a community of practice. Sport, Education and Society, v. 24, n. 8, p. 855-866, 2019.

LUGUETTI, Carla; OLIVER, Kimberly. ‘I became a teacher that respects the kids’ voices’: challenges and facilitators pre-service teachers faced in learning activism approach. Sport, Education and Society, v. 25, n. 4, p. 423-435, 2019. DOI: https://doi.org/10.1080/13573322.2019.1601620

MACPHAIL, Ann; LAWSON, Hal. School physical education and teacher education: collaborative redesign for the 21st century. Londres: Routledge, 2020.

OLIVER, Kimberly et al. ‘Where do I go from here?’: learning to become activist teachers through a community of practice. Physical Education and Sport Pedagogy, v. 23, n. 2, p. 150-165, 2018. DOI: https://doi.org/10.1080/17408989.2017.1350263

PARKER, Melissa et al. Learning communities and physical education professional development: a scoping review. European Physical Education Review, v. 28, n. 2, p. 500-518, 2022. DOI: https://doi.org/10.1177/1356336X211055584

PARKER, Kevin; PATTON, Melissa. Teacher education communities of practice: more than a culture of collaboration. Teaching and Teacher Education, v. 67, p. 351-360, oct. 2017. DOI: https://doi.org/10.1016/j.tate.2017.06.013

RICHARDS, K. Andrew R. et al. The socialization of teachers in physical education: review and recommendations for future works. Kinesiology Review, v. 3, n. 2, p. 113-134, 2014. DOI: https://doi.org/10.1123/kr.2013-0006

RICHARDS, K. Andrew R.; EBERLINE, Andrew D.; TEMPLIN, Thomas J. Secondary professional socialization through professional organizations: an exploratory study. Journal of Teaching in Physical Education, v. 35, n. 1, p. 70-75, 2016. DOI: https://doi.org/10.1123/jtpe.2014-0180

TANNEHILL, Deborah; MACPHAIL, Ann. Teacher empowerment through engagement in a learning community in Ireland: working across disadvantaged schools. Professional Development in Education, v. 43, n. 3, p. 334-352, 2017. DOI: https://doi.org/10.1080/19415257.2016.1183508

TEMPLIN, Thomas; SCHEMPP, Paul G. Socialization into physical education: its heritage and hope. In: TEMPLIN, Thomas; SCHEMPP, Paul (org.). Socialization into Physical Education. Indianapolis, IN: Benchmark, 1989. p. 1-11.

TRIPP, David. Critical incidents in teaching: the development of professional judgement. London: Routledge, 1993.

TRIPP, David. Teachers’ lives, critical incidents, and professional practices. International Journal of Qualitative Studies in Education, v. 7, n. 1, p. 65-76, 1994.

TURNER, Victor. Liminality and Communitas. In: TURNER, Victor; ABRAHAMS, Roger; HARRIS, Alfred. The ritual process: structure and semi-structure. Chicago: Aldine, 1969. p. 94-113.

YIN, Robert K. Estudo de caso: planejamento e métodos. 5. ed. Porto Alegre: Bookman, 2015.

ZEICHNER, Ken; GORE, Jennifer. Teacher socialization. In: HOUSTON, W. Robert (org.). Handbook of research on teacher education. New York: MacMillan, 1990. p. 329-348.

Downloads

Publicado

2022-12-14

Como Citar

RUFINO, L. G. B.; GODOI, M. R. .; LUGUETTI, C. N. .; IANNUCCI, C. . Vidas profissionais de dois Professores de Educação Física e Pesquisadores brasileiros: encontros e desencontros com as práticas colaborativas. Movimento, [S. l.], v. 28, p. e28069, 2022. DOI: 10.22456/1982-8918.127385. Disponível em: https://seer.ufrgs.br/index.php/Movimento/article/view/127385. Acesso em: 9 dez. 2023.

Edição

v. 28, jan./dez. 2022

Seção

Em Foco #2

Licença

Copyright (c) 2022 Movimento

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

A revista Movimento adota a licença Creative Commons Atribuição 4.0 Internacional (CC BY 4.0) para os trabalhos aprovados e publicados. Isso significa que os/as autores/as:

- mantêm os direitos autorais e concedem à revista o direito de primeira publicação; e

- têm o direito de compartilhar (copiar e redistribuir o material em qualquer suporte ou formato) e adaptar (remixar, transformar, e criar a partir do material para qualquer fim, mesmo que comercial).

Licença Creative Commons Mais informações em: https://creativecommons.org/licenses/by/4.0