Uma caminhada pela vivência de graduandos em educação física na disciplina produção textual, pelo percurso da complexidade

Abstract

This study had the objective of describing and interpreting the phenomenon experience lived by Physical Education students in the discipline Writing, which was shared by them in the texts written throughout the semester they had such a subject as part of their undergraduation course. Having two support bases ─ complexity and first language teaching ─, this thesis presents the paradigm of complexity, the complex systems and the connections between Education and complexity, grounded on Behrens & Oliari (2007), Moraes (1997, 2008, 2010), Morin (2000, 2005, 2008, 2011a) and Tescarolo (2004). This research also addresses previous experiences, writing production, literacy and Teaching Portuguese for Specific Purposes, mainly based on: Dewey (1938), Dudley-Evans e St John (1998), Antunes (2003, 2009), Celani (2005a, 2008), Ramos (2009), and Rojo (2009). The principles of the hermeneutic-phenomenological approach were followed (van Manen, 1990 and Freire, 1998, 2007, 2008, 2010, 2011a, b, 2012a, b). From such a methodological foundation, in harmony with the complex perspective, it was possible to identify the thematic constitution of the phenomenon on focus. The emerging hermeneutic-phenomenological themes ─ participants, discipline, learning, and relations ─ revealed the way those students lived their writing experience in the discipline, and suggested possible paths to be followed regarding course design, class activities and interactions with other systems which may significantly contribute to the construction of knowledge