Forma??o continuada em educa??o f?sica: um estudo sobre a proposta do munic?pio do Natal/RN

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A Secretaria Municipal de Educa??o do Natal vem oferecendo forma??o continuada a todos os profissionais do magist?rio da Rede, incluindo os professores de Educa??o F?sica. O objeto desta pesquisa ? o programa de forma??o continuada oferecido aos professores de Educa??o F?sica da Rede Municipal do Natal. A pesquisa se deu a partir da seguinte quest?o de estudo: como vem se configurando o programa de forma??o continuada de professores de Educa??o F?sica da SME/Natal? Ancora o estudo nas seguintes quest?es norteadoras: a) qual ? a trajet?ria hist?rica do programa de forma??o continuada da SME/Natal oferecido aos professores de Educa??o F?sica? b) Como se caracteriza o planejamento pedag?gico a partir dessa trajet?ria? c) Qual a concep??o dos professores da Rede Municipal do Natal a respeito da forma??o continuada oferecida pela SME/Natal? No tocante aos procedimentos metodol?gicos opta pela pesquisa descritiva por meio da abordagem qualitativa. Os participantes da pesquisa foram todos os 137 professores que frequentaram a forma??o continuada oferecida pelo munic?pio do Natal no per?odo entre 2014-2016 e assessores pedag?gicos lotados na SME/Natal. As t?cnicas utilizadas para a coleta de dados foram a observa??o participante e o livro de registro produzido pela equipe de formadores, os documentos institucionais da SME/Natal, a Proposta de Forma??o e assessoramento do munic?pio do Natal, os relat?rios e as fichas avaliativas anuais da forma??o continuada realizadas pelos professores. As interfaces do contexto investigado mostram que a forma, a qual o Programa de forma??o continuada oferecido aos professores de Educa??o F?sica foi planejado e executado, caminha em dire??o a uma perspectiva de concep??o inovadora de forma??o continuada, ? luz das caracter?sticas apontadas pelos referenciais te?ricos contempor?neos ? reflex?o, ressignifica??o da pr?tica docente, autonomia docente, aproxima??o com as reais necessidades dos professores, professor como protagonista de sua forma??o, valoriza??o do saber docente e dialogicidade. Destaca a relev?ncia da continuidade da parceria com as Institui??es de Ensino Superior; dos investimentos na forma??o continuada; da continuidade e do aprofundamento desta pesquisa, que possa vislumbrar o acompanhamento dos professores em suas pr?ticas escolares.
The Municipal Education Department of Natal has been offering continuing education to all professionals in the teaching profession of the Network, including Physical Education teachers. The object of this research is the continuing education program offered to Physical Education teachers of Natal Municipal Network. The research was based on the following study question: how has the SME / Natal Physical Education teachers' continuing education program been configured? We base the study on the following guiding questions: a) What is the historical trajectory of the SME / Natal continuing education program offered to Physical Education teachers? b) How is pedagogical planning characterized from this trajectory? c) What is the conception of the teachers of the Natal Municipal Network regarding the continuing education offered by SME / Natal? Regarding the methodological procedures, the descriptive research was chosen through the qualitative approach.The research participants were all 137 teachers who attended the continuing education offered by the municipality of Natal in the period between 2014-2016 and pedagogical advisors crowded at SME / Natal. The techniques used to collect data were participant observation and the logbook produced by the team of trainers, the institutional documents of the SME / Natal, the Training Proposal and advice of the municipality of Natal, reports and annual evaluative sheets of the teachers. The interfaces of the investigated context showed that the way in which the Continuing Education Program offered to Physical Education teachers was planned and executed, it moves towards a perspective of innovative conception of continuing education, in the light of the characteristics pointed out by contemporary theoretical references - reflection, re-signification of teaching practice, teaching autonomy, approach to the real needs of teachers, teacher as protagonist of their training, appreciation of teaching knowledge and dialogue. The relevance of the continuity of the partnership with the Institutions of Higher Education is highlighted; of investments in continuing education; the continuity and the deepening of this research, that can glimpse the accompaniment of teachers in their school practices.