Os-As professores-as de educação física e sua condição docente : aprendizagens e sentidos da profissão

• Autor(a) principal: Fraga, Rosana Dias
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/4604
• topic: Physical Education; School; Teaching; Teacher Education; Escola; Docência; Educação Física; Professores de educação física - Formação; Professores de educação física - Vitória (ES); 796

Taking the narratives of twelve physical education teachers from the Municipal School District of Vitória, ES as a starting point, this study seeks to understand how educators construct their teaching practices and personas. Teachers are protagonists, authors of their own practices, who, throughout their journeys and in the social contexts in which they live/have lived, construct and reconstruct the knowledge which they utilize in their daily lives, going beyond their formal, academic preparation. In this way, teacher preparation is understood as dynamic and never as complete. The study seeks to understand the processes experienced by physical education teachers as they construct themselves as educators -- the situations in which one becomes a teacher. These experiences transverse their social and personal contexts, their initial and continuing educational processes and the pedagogical practices developed in their schools. It is presupposed that in-service teachers working in a school are installed in a privileged locus, thus justifying the choice of using acting teachers as the subject of this study. The choosing of research subjects and the collection of information happened in stages, with each stage utilizing a different research instrument: questionnaires, memorials and interviews. Based on analysis of the data collected with each one, and remaining attentive to the need to deepen or amplify the information obtained, other data collection techniques were selected throughout the course of the research. A dialogue between theory and empiricism was created throughout the text as the theory being studied was articulated through the information collected from the research subjects, highlights of which include: the construction of professional identity, teacher education and learning to be a teacher, teaching practice and motives for remaining in the profession. Data analysis shows the unique and individual ways in which each professional perceives himself/herself in this process of constructing oneself as a teacher, each profile reconfigured in accordance with the roles and social situations in which that professional lives/lived. The research will be able to collaborate with the creation of a better understanding of the profession of physical education teacher as well as contributing to the elaboration of new policies for teacher education and teaching practice.