Práticas pedagógicas e ações reflexivas: um estudo de caso de uma bacharel em fisioterapia
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2020-06
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Silva, Jacqueline Silva da
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A presente dissertação aborda a temática, Práticas Pedagógicas e Ações Reflexivas: um estudo de caso de um bacharel em fisioterapia, com o objetivo de investigar como as ações reflexivas se apresentam nas práticas pedagógicas desta professora. A motivação para pesquisar sobre este tema surgiu na minha caminhada como gestora do curso, ao encontrar professores não oriundos de cursos de licenciatura, que são referidos pelos alunos pela excelência com que desenvolvem seu trabalho em sala de aula. Desse modo, busquei estreitar as relações com esses professores para perceber suas práticas e aprender com eles. O estudo foi realizado a partir de observações acerca da prática da professora bacharel do curso de Fisioterapia da Faculdade Independente do Nordeste - FAINOR, localizada na cidade de Vitória da Conquista-BA. Como percurso metodológico, optei pela abordagem qualitativa. Para conhecer as práticas pedagógicas da professora e seu planejamento, aproximei-me da pesquisa-ação e do estudo de caso, usando a estratégia da escuta sensível com a participante da pesquisa. Os dados coletados a partir de instrumentos como entrevista, diário de campo e observação foram analisados tomando como base a técnica de análise de conteúdo proposta por Bardin (2011). Através de pesquisa bibliográfica, estudei ações reflexivas sobre as práticas pedagógicas, bem como, o entendimento da professora em relação a tais ações e de como elas podem influenciar o aprimoramento das práticas de um professor, em termos de ensino e organização dos planos de aula. Após ter entendido como essa ação acrescenta às suas práticas, apesar de existirem outras inseguranças, a professora foi resiliente para a mudança, pois compreendeu o quanto essa atitude enriqueceu e pode continuar enriquecendo suas aulas e seu contato com os alunos. A concepção de bom professor influencia sua composição pedagógica; a situação cultural em que está inserida desperta reações importantes na formação discente, contribuindo para a composição de seus saberes profissionais. Dar valor ao cotidiano pedagógico e dialogar sobre a importância das práticas de ensino na formação docente são atitudes que podem proporcionar aos professores o desejo de refletir sobre os seus percursos profissionais.
This dissertation addresses the theme, Pedagogical Practices and Reflective Actions: a case study of a bachelor's degree in physiotherapy, with the aim of investigating how reflective actions are presented in the pedagogical practices of this teacher. The motivation to research on this topic came up in my journey as a coordinator of course, when I found teachers who did not come from undergraduate courses, who are referred by students for the excellence with which they develop their work in the classroom. Thus, I sought to strengthen relations with these teachers to understand their practices and learn from them. The study was carried out based on observations about the practice of the bachelor's professor of the Physiotherapy course at Faculdade Independente do Nordeste - FAINOR, located in the city of Vitória da Conquista in state of Bahia. As a methodological path, I opted for the qualitative approach. In order to know the teacher's pedagogical practices and planning, I approached action research and case study, using the strategy of sensitive listening with the research participant. The data collected from instruments such as interview, field diary and observation were analyzed based on the content analysis technique proposed by Bardin (2011). Through bibliographic research, I studied reflective actions on pedagogical practices, as well as the teacher's understanding of such actions and how they can influence the improvement of a teacher's practices, in terms of teaching and organizing lesson plans. After understanding how this action adds to her practices, although there are other insecurities, the teacher was resilient to change, as she understood how much this attitude has enriched and can continue to enrich her classes and her contact with students. The concept of a good teacher influences his pedagogical composition; the cultural situation in which it is inserted arouses important reactions in student education, contributing to the composition of its professional knowledge. Valuing the pedagogical daily life and talking about the importance of teaching practices in teacher training are attitudes that can give teachers the desire to reflect on their professional paths.
This dissertation addresses the theme, Pedagogical Practices and Reflective Actions: a case study of a bachelor's degree in physiotherapy, with the aim of investigating how reflective actions are presented in the pedagogical practices of this teacher. The motivation to research on this topic came up in my journey as a coordinator of course, when I found teachers who did not come from undergraduate courses, who are referred by students for the excellence with which they develop their work in the classroom. Thus, I sought to strengthen relations with these teachers to understand their practices and learn from them. The study was carried out based on observations about the practice of the bachelor's professor of the Physiotherapy course at Faculdade Independente do Nordeste - FAINOR, located in the city of Vitória da Conquista in state of Bahia. As a methodological path, I opted for the qualitative approach. In order to know the teacher's pedagogical practices and planning, I approached action research and case study, using the strategy of sensitive listening with the research participant. The data collected from instruments such as interview, field diary and observation were analyzed based on the content analysis technique proposed by Bardin (2011). Through bibliographic research, I studied reflective actions on pedagogical practices, as well as the teacher's understanding of such actions and how they can influence the improvement of a teacher's practices, in terms of teaching and organizing lesson plans. After understanding how this action adds to her practices, although there are other insecurities, the teacher was resilient to change, as she understood how much this attitude has enriched and can continue to enrich her classes and her contact with students. The concept of a good teacher influences his pedagogical composition; the cultural situation in which it is inserted arouses important reactions in student education, contributing to the composition of its professional knowledge. Valuing the pedagogical daily life and talking about the importance of teaching practices in teacher training are attitudes that can give teachers the desire to reflect on their professional paths.
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Ensino; Práticas Pedagógicas; Ações Reflexivas; Teaching; Pedagogical practices; Reflective Actions
Citação
ANDRADE, Adna Gorette Ferreira. Práticas pedagógicas e ações reflexivas: um estudo de caso de uma bacharel em fisioterapia. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 30 jun. 2020. Disponível em: http://hdl.handle.net/10737/2921.