Das prescrições às práticas de pesquisa/formação compartilhadas : o lugar do livro didático na educação física

Abstract

Investigates the textbook in Physical Education taking as source academic works published in journals; the form and the content of seven didactic-pedagogic proposals; analysis of propose built by PROTEORIA whose central axis are the pedagogical practices of teachers. It is characterized as a plurimethodolical research using bibliographic, documentary study and (auto) biography. In bibliographical research, maps and analyzes texts that addressing teaching and pedagogical proposals for the teaching of physical education and points the increased of interest on the topic, especially from the 2000 decade. These publications have been produced in a partnership relationship between university consultants and teachers of educational institutions, valorizing the participation of teachers. In documentary research, analyzes seven didactic-pedagogic proposals in order to investigate the forms, reading devices designed to project the pedagogical practices and, in content, representations of Physical Education identity as a curriculum component. Concludes that these proposals are the product of a partnership between universities and educational institutions, dialoguing with teachers of networks. Its forms and contents indicate relationship with current national policies reconfiguration of basic education by the principles of integralization, and interdisciplinarity and areas of knowledge, especially in high school. In (auto) biographical research, investigating the textbook produced by Physical Education teachers of teaching networks of Grande Vitória - ES, in partnership with professors and students of the Federal University of Espírito Santo, it is observed the coherences between the purpose of project, as protagonism and authorship of the teacher, the production of knowledge from experience and textbook as utensils box. Also discusses the need for further progression and complexity of contents, dialogue between different school knowledge and to enhance the protagonism of students in the production of textbooks.