Didática Desenvolvimental no Estágio Supervisionado de Educação Física numa escola de Educação Especial

Abstract

This thesis has as its object of research the process of academic-professional training of students in Physical Education. The objective of the research was to analyze the supervised internship, space/time that makes up the academic-professional formation of Physical Education with a view to acting in the teaching space of Special Education. The study is characterized as a collaborative action research based on the theoretical assumptions of the Historical-Cultural Theory with a focus on the Developmental Teaching approach proposed by Davidov. The theoretical and methodological contributions of Developmental Teaching supported the theoretical-practical dialectical relationships between teaching activity and learning activity, considering the concepts of participation, activity and human development as conductors in the organization of the teaching process in the Internship curriculum Supervised IV, called DidacticDevelopmental Internship. For the operationalization of the Didactic-Developmental Internship, we organized a theoretical-methodological-dialectic matrix with the intention of promoting the development of academics' theoretical thinking, as well as presenting a proposal to carry out its analysis. The teaching activities consisted of indications from theoretical texts on the teaching of Physical Education and its relationship with human development, collective theoretical reflections, mediations and analyzes between the pedagogical interventions and the theoretical contributions of the training process. The learning activities took place from the reflection and understanding of empirical experiences from the concepts of participation, activity and development, in the organization and operationalization of the practices of pedagogical interventions, through participation in the activities of elaboration of theoretical reflections and reflections collective theories. The analysis of the information produced in the research process and pedagogical interventions was based on the training process itself in light of the theoretical contributions of Developmental Education, based on what we teachers and academics organize and produce in the context of initial teacher training with a view to learning and human development. We believe that if we aim to organize teaching in the school context, with positive repercussions on learning and human development, it is also necessary to critically analyze our own teaching activity that guides future teachers to organize their teaching activities.