Intervenção pedagógica em Educação Física escolar: um recorte da escola pública / Pedagogical intervention in physical education at schools: an insight into the public school / Intervención pedagógica de la educación física en la escuela: un recorte de la escuela pública

A educação escolar, bem como a Educação Física (EF) e a sociedade como um todo, atualmente vivem um processo de crise. Sendo assim, neste estudo, buscamos analisar de que forma está sendo desenvolvida a intervenção pedagógica do professor de EF na escola pública. Para isso desenvolvemos um estudo de caráter qualitativo e para produção dos dados foi utilizada uma entrevista semiestruturada com dez professores de EF. Os dados apontam que no contexto estudado, a EF escolar ainda tem sido desenvolvida enquanto uma atividade e não como um componente curricular; os conteúdos esportivos constituem-se como basicamente o único conteúdo trabalhado; e, o planejamento de ensino é inexistente. Dessa forma, concluímos que a EF escolar, no contexto analisado, encontra-se em abandono docente.

School education as well as physical education (PE) and society as a whole, are currently living a crisis process. Thereby, in this study, we analyze how PE teachers are developing pedagogical intervention in public schools. For this purpose, we developed a qualitative study and to achieve data we used semi-structured interviews with ten PE teachers. Data show that in the studied context, PE at schools has yet been developed as an activity and not as a curricular component; the sports content constitutes as basically the only working subject; and there's a lack of an education planning. Thus, we conclude that scholastic PE, in the analyzed context, lies in teaching abandonment.

La educación de la escuela, bien como la Educación Física (EF) y la sociedad como un todo, actualmente ha experimentado un proceso de crisis. Siendo así, en este estudio, buscamos analizar como está siendo desarrollada la intervención pedagógica del profesor de la EF en la escuela pública. Para eso, desarrollamos un estudio de carácter cuantitativo y para la producción de los datos fue utilizada una entrevista semiestructurada con diez profesores de EF. Los datos apuntan que en lo contexto estudiado, la EF en la escuela aún tiene sido desarrollada como una actividad y no como un componente curricular; los contenidos deportivos constituyen-se como básicamente el único contenido trabajado; y, el planeamiento de la enseñanza es inexistente. De esa forma, llegamos a la conclusión de que la EF en la escuela, en el contexto analizado, se encuentra en abandono de la enseñanza.

Planejamento educacional / Educational planning

O objetivo deste artigo é discutir aspectos políticos e pedagógicos do planejamento educacional no contexto da universidade contemporânea. Nesse sentido, o texto aborda os princípios e a importância do planejamento educacional, o lugar e a definição de projeto político pedagógico, da organização curricular e do plano de aprendizagem como aspectos constituintes e integrados do planejamento. A compreensão das etapas apresentadas e da necessária integração entre todos os componentes do planejamento e desses no contexto social concreto é fundamental para todos os que desejam exercer a docência na área da saúde.

The purpose of this article is to discuss political and pedagogical aspects of educational planning in the context of the contemporary university. In this direction, the text addresses the principles and the importance of educational planning, the position and definition of political-pedagogic project, curricular organization and learning plan as integrated constituents features of educational planning. Understanding the steps presented and the necessary integration between all these components of the planning and the concrete social context is essential for all who wish to pursue teaching in health care field.

Facilitating and Impeding Factors for Promotion of Educational Planning in Young Medical Schools / 한국의학교육

PURPOSE: This study aims to identify the impeding and facilitating factors in educational planning of the young Korean medical schools and to develop the rationales for recommendation. METHODS: The young medical school was defined as the one established during the last ten years producing the graduates no more than 5 consecutive years. The force field analysis technic was applied to collect the factors influencing to the desirable direction of the educational planning in areas of the organization, students, faculty members, physical setup, and educational planning of such young medical schools. RESULTS: A total of ten medical schools were categorized as the young school, comprising 24% of all 41 medical schools in Korea. These ten schools included 2 national and 8 private schools, and the latter has run 3 non-university-based MD programs. With a few exceptions, their MD programs did not show any crucial diversities or justifiable differences from another 12 schools which were established one decade ahead the study schools. Although most of fundamental controversies seemed derived from loss of active faculty participation in educational planning aside from a weak perception on faculty's academic roles/identity in the university community, the worst educational confusion was related to copying of the curricular format from the traditional medical schools, mostly the alma maters of the first deans at the time of school establishment. Further to the above were wide dissociation of school's curricular design from their long term goals or community's medical practice, no intimate integration between the curricular designs and dean's limited leadership, and shortage of faculty members in basic medical sciences. On the other hand, a unique advantage among ten young schools was the enrollment of 40~50 students per year with a relatively high proportion of young faculty members who were more renovation-minded against the traditional curricular barrier. CONCLUSION: Regardless of administrative system of university or solely medical school program setting, the followings were stressed for further effective educational renovation in the following priorities; (1) strengthening of educational unit to meet faculty's pedagogical upgrading, (2) recognition of individual learners with activation of small group learning, (3) application of strict evaluation criteria for faculty recruitment and promotion, (4) dean's leadership expressed by appropriate appointment policy of department chairs, and (5) arrangement of intercollegiate collaboration among young medical schools. It is also recommended that seeding and harvest policy would not be necessarily monopolized by the same dean, and instead it should be consecutively succeeded for better renovative outcomes.