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Formação contínua de professores de educação física no estado de São Paulo: quais as políticas em jogo?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lippi, Bruno Gonçalves |
| Copyright Year | 2010 |
| Abstract | The school education organized by the west nobleman became a symbol of modern times, for as it was based in the positivistic science, dissem inated the modern values like the rationality, the foreesability and the certainty. However, it ca n be observed that the explanations given by the paradigm of modernity have been questioned in t he last decades, giving space to other theories of social reality. This transition has tak en some scholars of social questionings to glimpse the beginning of a “new era”denominated, by some, as post modernity – while others interpret that we live in a ‘radicalization” of modernity. In a parallel way to this historical moment, we watch the restructuring of th e capitalist system, in which economical groups perform peripheral changes in the economical -productive system to maintain the logic of the capital. Meanwhile, it is done a so call pub lic calling or a “new” school that prepare our children and youngsters for a “new” era. In the emi nence of several and antagonistic projects of the society and the school, not by chance, the f ormation of teachers is evident in the contemporary academic debates. Our worries focused on the political of continuous education of state net of Sao Paulo, analyzing the presumptio ns that support them. In this way, the objective of the study was to analyze, critically, the politic of continuing education of the teachers of Physical Education organized and implem ented by the Secretary of Education of the State of Sao Paulo through the actions of the C oordination of Studies and Pedagogical Rules (CENP), using as reference the contemporary d iscussions about continuing education. As a method of scientific investigation, we opted f or the bricolage , as was defined by Kincheloe (2007) when he proposed amongst the resea rch r’s tasks, the intertwining of the points of view of the involved, trying to break wit h the reductionism and the fragmentation of the positivist methods. Therefore, we intertwine an interpretation of the reality surveying to the point of views of the actors of formative polit ic when urged to analyze the course “The net learns with the net”, to the speech of the media ab out the topic and the confrontation as a theoretical reference. We interpreted that the stat e politics of continuing education of the teachers are inserted in the “package” of the neoli b ral educational politic, that include the systems of external evaluation, the compensation th rough performance and curriculum. Still, we observe that the formative politic align itself, also, to the contemporary hegemonic formative politics that bet in the action of respon sibility, improvement and individual merit as central values. |
| File Format | PDF HTM / HTML |
| DOI | 10.11606/D.48.2010.tde-09032010-151324 |
| Alternate Webpage(s) | http://www.gpef.fe.usp.br/teses/bruno_04.pdf |
| Alternate Webpage(s) | https://www.teses.usp.br/teses/disponiveis/48/48134/tde-09032010-151324/publico/BRUNO_GONCALVES_LIPPI.pdf |
| Alternate Webpage(s) | https://doi.org/10.11606/D.48.2010.tde-09032010-151324 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
