THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação em Revista |
Texto Completo: | https://periodicos.ufmg.br/index.php/edrevista/article/view/37884 |
Resumo: | Since the 1980s there has been a certain fascination with the theme of the reflective/researching teacher. Little is said, however, that this discussion is part of a larger one, which criticizes positivism and rationality. Following the tradition of Critical Social Theory, some theoretical and methodological assumptions were discussed in order to then reflect on the teaching practice and the school context in which this author is inserted. Violence and indifference as inherent to the civilizing process, of which education is part, and the confrontation of the contradictions between the teacher’s being and “must be” as an antidote to the reproduction of barbarism, appear as central themes. The use of records and memories of the period of initiation to teaching and insertion in the work environment (years 2019 and 2020) was made, with attention to my doing teaching and a latent “teacher must be” in daily school life, in its interconnections with social and cultural aspects. In the elaboration work (cognitive and affective) of the experience, the little rationality prevailing in the school space was one of the key points of the analysis, revealing itself, among other: the insistence on rhetoric and educational postulates, at the expense of denying reality; the predominance of the principle of competition, especially among peers and with singularities that relate to gender issues; and the difficulty of facing violence in physical education classes. It ends with some notes on teacher self-reflection, especially the urgency that the ethical-political principle overlaps merely instrumental/performative objectives in this process. |
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THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHERDE LAS FISURAS ENTRE SER E DEBER SER: : AUTORREFLEXIONES DE UNA PROFESORA DE EDUCACIÓN FÍSICADAS FISSURAS ENTRE SER E DEVER SER:: AUTORREFLEXÕES DE UMA PROFESSORA DE EDUCAÇÃO FÍSICAeducação físicateoria crítica da sociedadeexperiencephysical educationcritical social theoryexperienciaeducación físicateoría crítica de la sociedadSince the 1980s there has been a certain fascination with the theme of the reflective/researching teacher. Little is said, however, that this discussion is part of a larger one, which criticizes positivism and rationality. Following the tradition of Critical Social Theory, some theoretical and methodological assumptions were discussed in order to then reflect on the teaching practice and the school context in which this author is inserted. Violence and indifference as inherent to the civilizing process, of which education is part, and the confrontation of the contradictions between the teacher’s being and “must be” as an antidote to the reproduction of barbarism, appear as central themes. The use of records and memories of the period of initiation to teaching and insertion in the work environment (years 2019 and 2020) was made, with attention to my doing teaching and a latent “teacher must be” in daily school life, in its interconnections with social and cultural aspects. In the elaboration work (cognitive and affective) of the experience, the little rationality prevailing in the school space was one of the key points of the analysis, revealing itself, among other: the insistence on rhetoric and educational postulates, at the expense of denying reality; the predominance of the principle of competition, especially among peers and with singularities that relate to gender issues; and the difficulty of facing violence in physical education classes. It ends with some notes on teacher self-reflection, especially the urgency that the ethical-political principle overlaps merely instrumental/performative objectives in this process.Desde los años ochenta hay una fascinación por el tema del profesor reflexivo/investigador. Sin embargo, poco se dice que esa discusión es parte de otra con mayor alcance. Siguiendo la tradición de la teoría crítica de la sociedad, se discurre sobre algunos presupuestos teórico-metodológicos para reflexionar sobre la práctica docente y la coyuntura escolar desta autora. La violencia y la indiferencia inherentes al proceso civilizador del cual la educación hace parte, y el enfrentamiento de las contradicciones entre el ser y el “deber ser” docente como un antídoto a la reproducción de la barbarie, son centrales. Se utilizaron registros y memorias del periodo de iniciación a la docencia e inserción al ambiente de trabajo (años 2019 y 2020), con atención a mi quehacer docente y un “deber ser profesora” latente en el cotidiano escolar, en sus interconexiones con aspectos sociales y culturales. En el trabajo de elaboración (cognitiva y afectiva) de la experiencia, la poca racionalidad imperante en el espacio escolar fue uno de los puntos clave de análisis, revelándose: en la insistencia en la retorica y los postulados educacionales, al precio de negación de la realidad; en la predominancia del principio de concurrencia, sobre todo entre pares y con singularidades que se refieren a cuestiones de género; y en la dificultad de enfrentarse a la violencia en las clases de educación física. Se cierra con algunas conjeturas sobre la autorreflexión docente, especialmente sobre la urgencia de que en este proceso el principio ético-político se superponga a objetivos puramente instrumentales/performáticos.Desde os anos oitenta há certo fascínio pelo tema do professor reflexivo/pesquisador. Pouco se diz, contudo, que essa discussão é parte de uma com escopo maior, de crítica ao positivismo e à racionalidade. Seguindo a tradição da Teoria Crítica da Sociedade, discorreu-se sobre alguns pressupostos teóricos-metodológicos para então refletir sobre a prática docente e a conjuntura escolar em que esta autora se insere. A violência e a indiferença como inerentes ao processo civilizador, de que a Educação faz parte, e o enfrentamento das contradições entre ser e “deve ser” docente como um antídoto à reprodução da barbárie, aparecem como temas centrais. Fez-se uso de registros e memórias do período de iniciação à docência e inserção no ambiente de trabalho (anos de 2019 e 2020), com atenção ao meu fazer docente e um “dever ser professora” latente no cotidiano escolar, em suas interconexões com aspectos sociais e culturais. No trabalho de elaboração (cognitiva e afetiva) da experiência, a pouca racionalidade imperante no espaço escolar foi um dos pontos chave da análise, se revelando, entre outros: na insistência na retórica e nos postulados educacionais, ao preço de negação da realidade; na predominância do princípio da concorrência, sobretudo entre pares e com singularidades que remetem a questões de gênero; e na dificuldade de se enfrentar a violência nas aulas de educação física. Encerra-se com alguns apontamentos sobre autorreflexão docente, especialmente a urgência de que nesse processo o princípio ético-político se sobreponha a objetivos meramente instrumentais/performáticos.Educação em Revista 2023-05-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por ParesTextoapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37884Educação em Revista ; v. 39 (2023)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37884/37763https://periodicos.ufmg.br/index.php/edrevista/article/view/37884/37764Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessStaimbach Albino, Beatriz2023-07-19T13:49:07Zoai:periodicos.ufmg.br:article/37884Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-07-19T13:49:07Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER DE LAS FISURAS ENTRE SER E DEBER SER: : AUTORREFLEXIONES DE UNA PROFESORA DE EDUCACIÓN FÍSICA DAS FISSURAS ENTRE SER E DEVER SER:: AUTORREFLEXÕES DE UMA PROFESSORA DE EDUCAÇÃO FÍSICA |
title |
THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER |
spellingShingle |
THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER Staimbach Albino, Beatriz educação física teoria crítica da sociedade experience physical education critical social theory experiencia educación física teoría crítica de la sociedad |
title_short |
THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER |
title_full |
THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER |
title_fullStr |
THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER |
title_full_unstemmed |
THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER |
title_sort |
THE FISSURES BETWEEN BEING AND MUST BE: : SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER |
author |
Staimbach Albino, Beatriz |
author_facet |
Staimbach Albino, Beatriz |
author_role |
author |
dc.contributor.author.fl_str_mv |
Staimbach Albino, Beatriz |
dc.subject.por.fl_str_mv |
educação física teoria crítica da sociedade experience physical education critical social theory experiencia educación física teoría crítica de la sociedad |
topic |
educação física teoria crítica da sociedade experience physical education critical social theory experiencia educación física teoría crítica de la sociedad |
description |
Since the 1980s there has been a certain fascination with the theme of the reflective/researching teacher. Little is said, however, that this discussion is part of a larger one, which criticizes positivism and rationality. Following the tradition of Critical Social Theory, some theoretical and methodological assumptions were discussed in order to then reflect on the teaching practice and the school context in which this author is inserted. Violence and indifference as inherent to the civilizing process, of which education is part, and the confrontation of the contradictions between the teacher’s being and “must be” as an antidote to the reproduction of barbarism, appear as central themes. The use of records and memories of the period of initiation to teaching and insertion in the work environment (years 2019 and 2020) was made, with attention to my doing teaching and a latent “teacher must be” in daily school life, in its interconnections with social and cultural aspects. In the elaboration work (cognitive and affective) of the experience, the little rationality prevailing in the school space was one of the key points of the analysis, revealing itself, among other: the insistence on rhetoric and educational postulates, at the expense of denying reality; the predominance of the principle of competition, especially among peers and with singularities that relate to gender issues; and the difficulty of facing violence in physical education classes. It ends with some notes on teacher self-reflection, especially the urgency that the ethical-political principle overlaps merely instrumental/performative objectives in this process. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer reviewed Revisado por pares Avaliado por Pares Texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/37884 |
url |
https://periodicos.ufmg.br/index.php/edrevista/article/view/37884 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/37884/37763 https://periodicos.ufmg.br/index.php/edrevista/article/view/37884/37764 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Educação em Revista |
publisher.none.fl_str_mv |
Educação em Revista |
dc.source.none.fl_str_mv |
Educação em Revista ; v. 39 (2023) 1982-6621 0102-4698 reponame:Educação em Revista instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Educação em Revista |
collection |
Educação em Revista |
repository.name.fl_str_mv |
Educação em Revista - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
||sergiocirino99@yahoo.com|| revista@fae.ufmg.br |
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