Integrando o Conceito TPACK na Formação Continuada de Professores de Educação Física em uma escola pública de Goiás

Abstract

The research was developed in the Postgraduate Program in Education of the Inhumas University Center - UNIMAIS, as part of the requirements for obtaining the title of Master in Education. In the research line: L1 Research line: L1 - EIPE - Education, Institutions and Educational Policies. The objective of this research was to understand the use of the TPACK method as a methodological instrument to ensure the learning of physical education content by students of a Full-Time Education Center in the city of Aparecida de Goiânia, historicizing the process of pedagogical use of technologies through the TPACK model, as well as identifying the pedagogical use of technological resources as a methodological tool in Physical Education classes of a CEPI in the city of Aparecida de Goiânia and presenting the difficulties encountered by teachers in using TPACK as a methodological instrument in a CEPI in the city of Aparecida de Goiânia. The research is characterized by a qualitative census approach, with a bibliographic review, based on theorists such as Kenski (2007), Mishra and Koehler (2008), Shulman (2005), (Sassaki, 2015), Moran (2015), Triviños (1987), Bardin (2011), Purificação (2022), among others. The study showed that education is a broad field of study, influenced by philosophical currents, sociopolitical contexts, and technological advances. In the current scenario, educational institutions face challenges arising from globalization and the new skill demands of the 21st century. This study investigates the gaps between traditional educational practices and contemporary demands, from the perspective of the concept developed by Koehler and Mishra, which is the TPACK (Technological Pedagogical Content Knowledge) model as a tool to seek and promote more relevant and effective education. The survey revealed that most physical education teachers have a good understanding of technology integration, but a significant percentage still have concerns. To improve this situation, it is essential to adopt the TPACK methodology, which combines pedagogical, content and technological knowledge. Continuous and specific training of teachers is crucial, as is the creation of a collaborative and innovative culture in schools. Providing adequate resources and valuing educators’ efforts will encourage the effective adoption of technologies, resulting in more dynamic and relevant classes. This transformation is necessary for physical education to meet contemporary demands, preparing students for a connected future.