Desarrollo profesional docente colaborativo en Educación Física

una introducción

Autores/as

  • 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

Palabras clave:

Desarrollo de personal, Profesores, Educación Física, Aprendizaje

Resumen

Prácticas colaborativas en el desarrollo profesional docente en Educación Física (DPD-EF) han sido cada vez más apoyadas debido a sus beneficios reconocidos para profesores y alumnos. Al presentar esta sesión En Foco, este artículo pretende ampliar y profundizar el diálogo entre investigadores acerca de las prácticas colaborativas en el  DPD-EF. Codiseñado como un proyecto colaborativo de dos años sobre prácticas colaborativas, esta sesión especial buscó colaboración y solidaridad, intercambio de conocimiento y negociación de desafíos en la internacionalización de la investigación. Investigadores de Brasil, Australia, Canadá, Irlanda, Portugal, Nueva Zelanda, Estados Unidos y Turquía trabajaron en seis grupos para discutir cuatro temas: (a) tipos de DPD-EF colaborativo, (b) facilitación de DPD-EF, (c) metodologías innovadoras y (d) el desarrollo de experiencias colaborativas. Al final, esperamos destacar los desafíos y contribuciones que pueden mejorar las investigaciones y experiencias de aquellos que forman, conciben y participan en prácticas colaborativas de DPD-EF en todo el mundo.

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Biografía del autor/a

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

Cómo citar

GONÇALVES, L. L.; LUGUETTI, C.; BORGES, C. Desarrollo profesional docente colaborativo en Educación Física: una introducción. 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: 24 jun. 2025.

Número

v. 28, jan./dez. 2022

Sección

En Foco #2

Licencia

Derechos de autor 2022 Movimento

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