The implications of continuous formation in pedagogic practice of school teachers: analysis of the effectiveness of a program within the body movement culture

Abstract

This research aims to analyze the implications of a program of continuing education in the pedagogical practice of a group of teachers, teacher students who work in kindergarten and first grades of elementary school, aiming to verify its effectiveness in rethinking and transforming the way the teachers teach the contents of Corporal Culture Movement. To do so will be identified and analyzed: the meanings, scientific and methodological knowledge, experiences and difficulties of teachers, teacher students for the teaching of the contents of Corporal Culture Movement, as well as their expectations of the training program and the possible transformations pedagogical practice of teachers, teacher students with reference to the teaching of the contents of Corporal Culture Movement and the elements which constitute barriers preventing or hampering the transformation of pedagogical practice. This is qualitative research, the case study, based on the method of approach to the history of our time. The following procedures will be used for data collection: desk research, questionnaire, semi-structured and non-participant observation. The investigation will include two steps: first, the monitoring and analysis of documents of a Continuing Education Program developed under the Body Culture Movement and the collection of narratives of the teachers, teacher students for interviews and questionnaires and then the observation of teaching practice of a sample of teachers, teacher students in schools where they teach. The subjects are teachers, teacher students, educators of a municipal town in the interior of Sao Paulo, participants of the training program object of research. The discussion will give the light of the literature covering the content analysis.