Configurações docentes: bem-estar na docência em educação física

• Autor(a) principal: Florêncio, Samara Queiroz do Nascimento
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/21544
• topic: Educação física; Ensino; Saúde; Bem-estar; Physical education; Teaching; Health; Well-being; Educación física; Enseñanza; Salud; Bienestar; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA

In our research, it is recognized that the educational scenario is unfavorable to the work of the teacher and to the increase in the number of professionals in this area who become ill, which is why there is a need to expand discussions on teacher well-being. To address this issue, we start from the following question: What relationships can be established between the ways of practicing teaching and the experiences of well-being in educational settings? From this perspective, the objective of the research was to unveil the different configurations of the Physical Education teacher in the educational situation and his relationship with well-being. Therefore, we anchor our methodological look at existential phenomenology, and we evoke as research subjects three collaborating teachers of Physical Education who teach in Elementary School II of the Municipal Education system in João Pessoa-PB and 355 students inserted in a classroom setting. To produce the data, we used the non-participant observation technique, in addition to an observation script, a field notebook, some image records (photographs and video footage of the classes), the autobiographical narrative, and open-ended questions. In the search for unveiling the atmosphere – the teaching configuration in the movement situation – we resorted to PC's scriptural Semiotics, in its analytical sphere. Our analysis indicated that an environment of well-being is built in the collective interaction of teachers and students, also through the knowledge covered, and the environment in which the process is experienced. We have shown that, although the teacher is not the only one responsible for promoting well-being, his corporeality, observed by the gestural, postural, and spatial statements, are significant influencers in the production and promotion of well-being zones. The zones of corporeality in which well-being was most produced were associated with states of teacher configurations that were more encouraging, exquisite, communicative, dialogic in gestures, loving, playful, happy, caring, creative and pioneering, converging to a healthy teaching setting. The less involvement and modulations of teachers' well-being, the less interaction and well- being were perceived in students in the communicative zone, and the more involvement and affective teacher support in the corporeality zone, the more student participation and the more movement situations with settings of well-being.