Fabiane Castilho Teixeira

FORMAÇÃO CONTINUADA EM PROJETOS E PROGRAMAS SOCIAIS ESPORTIVOS: UM ESTUDO DE CASO

This descriptive, documental research looks into the process of continuing education for the Brazilian Ministry of Sports’ Program Segundo Tempo . Data collection consisted of applying electronic questionnaires to 23 pedagogical coordinators, 267 teachers, and 198 sports monitors from partner organizations as well as consulting internal documents of the National Office for Sports, Education, Leisure and Social Inclusion. By indicating and examining positive and negative aspects, it verified the effectiveness of the process of continuing education triggered by pedagogical training and supported by the teaching material offered to personnel working in the program.

O ESTÁGIO CURRICULAR EM EDUCAÇÃO FÍSICA – BACHARELADO

O objetivo foi identificar como os discentes do ultimo ano de Educacao FisicaBacharelado, das IES do Estado do Parana, qualificam sua formacao inicial e o estagiocurricular. Participaram 340 discentes que responderam um questionario composto porquestoes fechadas. Para analise dos dados utilizou-se frequencia, porcentagem e o testede qui-quadrado de Pearson (p<0,05). Verificou-se associacao significativa entreformacao, disciplinas e o sentimento de confianca em relacao a futura intervencaoprofissional. Contudo, faz-se necessaria a atencao quanto a relacao entre o processoformativo e a realidade, aproximando os conteudos e acoes desenvolvidas com oscampos especificos de intervencao.

PROJETO POLÍTICO PEDAGÓGICO: ELABORAÇÃO E APLICAÇÃO NAS ESCOLAS PÚBLICAS DE MARINGÁ

This research aimed to understand how does the participation of staff and school community of twenty public schools of Maringa, in the drafting and implementation of political pedagogical project. Were used document analysis and semi-structured interviews with team teaching, physical education teachers and other disciplines. There was a paradox between the development and implementation of political pedagogical project within the school environment. Teachers and pedagogical staff claim to have knowledge about the specifics of the political pedagogical project and their contributions, but the systematization and applicability become inconsistent, or nonexistent, due to differences and difficulties presented in context.