“I was bad, hein?”: experiencies of thachers on formation of physical education in early childhood education

• Autor(a) principal: Milagres, Pedro de Oliveira
• Data de Publicação: 2023
• Outros Autores: Lessa, Natália Franciele, Santos, Soraya Dayanna Guimarães
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5442
• topic: Estágio Supervisionado; Educação Física; Educação Infantil; Autoconfrontação; Prática docente; Supervised internship; physical education; early childhood education; self-confrontation; teaching practice; Pasantía supervisada; educación física; Educación infantil; auto-confrontación; práctica docente

This paper aimed understanding the first experiences of teachers on initial formation of Physical Education in Early Childhood Education, participating on a Self-confrontation process. Participated two teachers on initial formation registered on the Supervised Internship II in Physical Education from a public university of Minas Gerais state, in Brazil. Methodologically, was used of the Self-confrontation, of Clot (2006), plus a semi-structured interview, participant observations of the classes and other documents produced. For data analyses, was used the Content Analysis, of Bardin (2020). The results showed that the teachers on initial formation were frustrated on their first experiences due to expectation about the teaching work. With that, they used an adultcentric mode to organize the classes, and revelated a short knowledge about the childhood, a planning inappropriate to small children, finally, a unknowledge about the teaching’s autonomy in their practice. Although, with the Self-confrontation process, they could identificate advances on communication with children after the first experiences on Supervised Internship. Was concluded that, even though the teachers improved the communication with children, persevered an adultcentric teaching mode with them that used it to do their pedagogical practice.