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Título: Da necessidade à negação: a percepção da crise epistemológica na educação física a partir da compreensão docente
Palavras-chave: Educação física
Crise epistemológica
Percepção da crise na educação física
Physical education
Epistemological crisis
Perception of the crisis in the physical
Data do documento: 2016
Editor: Universidade Católica de Brasília
Citação: CARNEIRO, K. T.; ASSIS, E. R. de; BRONZATTO, M. Da necessidade à negação: a percepção da crise epistemológica na educação física a partir da compreensão docente. Revista Brasileira de Ciência e Movimento, Brasília, v. 24, n. 4, p. 129-142, 2016.
Resumo: Considering the complexity that permeates the crisis as a peculiar phenomenon of human existence in order to understanding it beyond the negative state of discontinuity and manifestation of destructive feelings, this article deals with reflection about the interface and opportunities present in an atmosphere of crisis and to dimension the level of awareness and the conception of the physical education teachers about the historical existence of crisis and their influence on the constitution of knowledge’s of this curriculum field. It presents initially a kind of phenomenology of crisis seeking a more elaborated understanding of the phenomenon and the implications it brings to consciousness and human behavior, especially the teacher behavior. Then, outlines the historical course of the paths of the constitution of scholastic Physical Education identity in Brazil in view of different contexts and influences, especially the process of redemocratisation from the 1980s - a "watershed" - who inaugurates debates, and the introducing an crisis epistemological in field and arouses the pedagogical innovations at the ambit of the curriculum, until then under the aegis of the paradigm of physical aptitude and the sportivization movement aspirations. An investigation with Physical Education teachers from public schools of the state of São Paulo, subjects whose formation is crossed by the historical moment in which the crisis settled in the area, revealing what the literature has shown: or lack of knowledge, or a vague awareness about the incidence of the crisis, with repercussions for the teaching pedagogical practice that, lacking in an enlargement of epistemological boundaries.
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