Suzane Ribeiro Milhomem

REFERENCE: MILHOMEM, Suzane Ribeiro. CICLOS DE ESCOLARIZAÇÃO: RELAÇÃO ENTRE FORMAÇÃO E PRÁTICA DOCENTE DOS PROFESSORES DE EDUCAÇÃO FÍSICA. 2016. 177 f. Universidade Federal de Goiás, 2016.

AUTHOR: Suzane Ribeiro Milhomem
TITLE: SCHOOLING CYCLES: RELATIONSHIP BETWEEN TRAINING AND TEACHER PRACTICE OF PHYSICAL EDUCATION (CICLOS DE ESCOLARIZAÇÃO: RELAÇÃO ENTRE FORMAÇÃO E PRÁTICA DOCENTE DOS PROFESSORES DE EDUCAÇÃO FÍSICA)
ADVISOR: Prof. Dr. Lucia Helena Moreira de Medeiros Oliveira
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training
DEFENSE DATE: 09/30/2016

ABSTRACT:

The present work is the result of research carried out under the Education Postgraduate Program of the Federal University of Goiás, Jataí Regional, at the Master level, of the Educational Policies, Management and Teacher Training research line, under the guidance of Professor Dr. Lucia Helena Moreira from Medeiros Oliveira. Its main objective was to reflect on School Cycles, the teachers practice of Physical Education and the current scenario of the Teacher Training process. Guided by these three founding elements, the study about the Formation Cycles and Human Development aims to understand, in a historical-social perspective, the relationship between teacher training and the pedagogical teachers practice of Physical Education in Goiânia municipal public schools organized in full-time. The reasons for this research come from the empirical field itself that complaint possible ruptures between the training field and the pedagogical needs for work within the organization in cycles. Thus, through dialogues conducted with 20 teachers who work in full-time cycle schools of the Goiânia municipal school, we seek to identify and critically reflect on the possible conflicts, contradictions, ruptures and/or estrangement between the place of work and the place of training. We use dialectical historical materialism as a research method to analyze data and unveil reality by dialoguing with authors of sociology and education, such as Karl Marx, István Mészáros, Paulo Freire, Dermeval Saviani, Newton Duarte, Luiz Carlos de Freitas, among others. According to the results found, it's evident that, although the school is in cycles, its composition, structure, principles, conceptions, methodology and pedagogical relations are directly related to neoliberal thinking, including the intensification of inequality, contradictorily, the cycles add principles of the engendered conflict by the political motion of critical educators who seek in public education more humanized ways of educating and being educated, thus constituting in another space of forces correlation and dispute of interests in the class conflict.

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