Desenvolvimento profissional docente colaborativo em Educação Física

uma introdução

Autores

  • Luiza Lana Gonçalves Monash University http://orcid.org/0000-0003-4140-2463
  • Carla Luguetti Institute for Health and Sport, Victoria University, Australia
  • Cecília Borges Université de Montréal: Montreal, QC, CA

DOI:

https://doi.org/10.22456/1982-8918.127919

Palavras-chave:

Desenvolvimento de pessoal, Professores, Educação Física, Aprendizagem

Resumo

Práticas colaborativas no desenvolvimento profissional docente em Educação Física (DPD-EF) têm sido cada vez mais apoiadas devido aos benefícios reconhecidos para professores e alunos. Ao apresentar esta seção Em Foco, este artigo visa ampliar e aprofundar as conversas entre pesquisadores sobre as práticas colaborativas no DPD-EF. Codesenhado como um projeto colaborativo de dois anos sobre práticas colaborativas, esta edição especial buscou colaboração e solidariedade, compartilhamento de conhecimento e negociação de desafios na internacionalização da pesquisa. Pesquisadores do Brasil, Austrália, Canadá, Irlanda, Portugal, Nova Zelândia, Estados Unidos e Turquia trabalharam em seis grupos para discutir quatro temas: (a) tipos de DPD-EF colaborativo, (b) facilitação de DPD-EF, (c) metodologias inovadoras e, (d) o desenvolvimento de experiências colaborativas. Ao final, esperamos destacar os desafios e contribuições que podem melhorar as pesquisas e experiências daqueles que formam, concebem e participam de práticas colaborativas de DPD-EF em todo o mundo.

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Biografia do Autor

Luiza Lana Gonçalves, Monash University

Doutora pela Escola de Educação Física e Esporte da Universidade de São Paulo, docente nos cursos de Educação Física da Faculdade de Educação da Universidade Federal de Mato Grosso do Sul, atua na área de formação de professores, currículo e didática em Educação Física, com ênfase nos estudos de comunidade de aprendizagem.

Carla Luguetti, Institute for Health and Sport, Victoria University, Australia

Carla’s overarching research and teaching focus on topics of sport pedagogy and social justice. Over the past seven years she has focused on understanding activist approaches within sporting contexts. Specifically, her line of research aims at co-creating a pedagogical model for working with youth from diverse backgrounds. The intent is to use sport as a vehicle for assisting youth to become critically aware of their communities’ social issues. She joined VU as a lecturer in 2018 and teaches a range of units in Health and Physical Education.

Carla’s line of research is underpinned by critical pedagogy and feminist studies. She has a significant publication track record in collaboration with researchers from all over the globe (US, UK, Ireland, Australia, and South America) in peer-reviewed journals and papers for international conferences. For example, since 2010 she has published one co-authored book, 7 book chapters and 16 peer-reviewed journal articles. Her publications cover a range of topics within her field. These include participatory and activist approaches to working with diverse youth, curriculum innovation and development through models-based practice.

Cecília Borges, Université de Montréal: Montreal, QC, CA

Professeure tiulaire au Département de psychopédagogie et andragogie, Faculté de sciences de l’éducation
Chercheuse régulière au Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE) depuis janvier 2006.
Chercheuse associée au Groupe de recherche sur la formation professionnelle en éducation physique (NEPEF) à l’UNESP de Rio Claro, Brésil.

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Publicado

2022-11-28

Como Citar

GONÇALVES, L. L.; LUGUETTI, C.; BORGES, C. Desenvolvimento profissional docente colaborativo em Educação Física: uma introdução. Movimento, [S. l.], v. 28, p. e28063, 2022. DOI: 10.22456/1982-8918.127919. Disponível em: https://seer.ufrgs.br/index.php/Movimento/article/view/127919. Acesso em: 29 mar. 2024.

Edição

Seção

Em Foco #2