ANALYSIS OF FACTORS HINDERING THE PEDAGOGICAL PRACTICE OF PHYSICAL EDUCATION TEACHERS IN THE SCHOOLS OF THE MUNICIPAL NETWORK OF SÃO PAULO

• Autor(a) principal: Maldonado, Daniel Teixeira
• Data de Publicação: 2019
• Outros Autores: Silva, Sheila Aparecida Pereira dos Santos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Corpoconsciência (Online)
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/corpoconsciencia/article/view/8193
• topic: Pedagogical Practice; Public Education; Physical Education Teachers; Práctica Pedagógica; Educación pública; Profesores de Educación Física; Prática Pedagógica; Educação Pública; Professores de Educação Física

This descriptive study analyzes and compares the difficulties perceived by Physical Education (PE) teachers, who work in municipal public schools of São Paulo City, at the time to carry out their pedagogical practice. Seventy-nine PE teachers were asked to express their degree of disagreement/agreement with 44 statements. The SPSS software, version 21.0, was used to statistically analyze the answers, and the Mann-Whitney U test was used in the comparisons, at 5% significance level. Twenty-five (25) statements were identified as little, very or extremely detrimental to the pedagogical practice. There was no statistically significant difference in the perception of teachers trained in different decades, with different professional experience times. Most of the perceived difficulties in the pedagogical practice effectiveness result from macrostructural issues affecting the daily routine in schools. In this context, the effective participation of teachers in public policies aimed at Basic Education is necessary.