Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/196081 |
Resumo: | School and Physical Education have a fundamental role in shaping views and conceptions of the body to the students, therefore it is important to have an education that considers the differences and reflections on issues related to the body. The Physical Education teacher is immersed in a sociocultural context of body ideals and self-care that, in a way, can be related to their pedagogical intervention. To what extent can the teacher’s social standpoint and personal and/or professional trajectory impact their pedagogical practice? The aim of this study was to understand the possible relations between the ways Physical Education teachers deal with their own bodies and the possible implications to their pedagogical practice. From a qualitative approach, semi-structured interviews were conducted with 12 Physical Education teachers from a federal institution, who worked in the first segment of elementary school. There were also records in a field diary and verification of documents from the institution. The work on the empirical material was carried out based on content analysis and the basic principles of repetition and relevance. It was found that body-related personal experiences interfere with the pedagogical practices of those teachers. There is also an effort to update body experiences in search of a renewing pedagogical practice. It is concluded, therefore, that there are relations between the personal and professional life of Physical Education teachers, as their conceptions interfere with their pedagogical practices, but what they develop and seek to work in class also affects their bodies and can change their conceptions. |
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Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação físicaBody and pedagogical practice: dialogues between personal and professional dimensions in Physical Education teachingEducação físicaCorpoPrática pedagógicaDocentesPhysical educationBodyPedagogical practicTeachersSchool and Physical Education have a fundamental role in shaping views and conceptions of the body to the students, therefore it is important to have an education that considers the differences and reflections on issues related to the body. The Physical Education teacher is immersed in a sociocultural context of body ideals and self-care that, in a way, can be related to their pedagogical intervention. To what extent can the teacher’s social standpoint and personal and/or professional trajectory impact their pedagogical practice? The aim of this study was to understand the possible relations between the ways Physical Education teachers deal with their own bodies and the possible implications to their pedagogical practice. From a qualitative approach, semi-structured interviews were conducted with 12 Physical Education teachers from a federal institution, who worked in the first segment of elementary school. There were also records in a field diary and verification of documents from the institution. The work on the empirical material was carried out based on content analysis and the basic principles of repetition and relevance. It was found that body-related personal experiences interfere with the pedagogical practices of those teachers. There is also an effort to update body experiences in search of a renewing pedagogical practice. It is concluded, therefore, that there are relations between the personal and professional life of Physical Education teachers, as their conceptions interfere with their pedagogical practices, but what they develop and seek to work in class also affects their bodies and can change their conceptions.A escola e a educação física têm papel fundamental na formação de visões e concepções de corpo dos discentes, sendo importante haver uma educação que considere as diferenças e reflexões sobre questões voltadas ao corpo. O professor de educação física está inserido em um contexto sociocultural de ideais de corpo e de cuidados de si que, de certo modo, podem relacionar-se com sua intervenção pedagógica. Até que ponto a inserção social e a trajetória pessoal e/ou profissional do professor podem impactar em sua prática pedagógica? O objetivo deste estudo foi compreender as eventuais relações entre as formas como os professores de educação física lidam com seu próprio corpo e as possíveis implicações em sua prática pedagógica. A partir de uma abordagem qualitativa, foram realizadas entrevistas semiestruturadas com doze professores de educação física escolar que atuavam no primeiro segmento do ensino fundamental de uma instituição federal. Também foram feitos registros em diário de campo e verificação de documentos da instituição. O tratamento do material empírico foi feito com base na análise de conteúdo, a partir dos princípios básicos da repetição e da relevância. Constatou-se que as experiências pessoais relacionadas com o corpo interferem nas práticas pedagógicas desses professores. Nota-se também um esforço de atualização de vivências corporais visando à renovação da prática pedagógica. Conclui-se, portanto, que há relações entre a vida pessoal e a profissional do docente de educação física, pois as representações dos professores interferem em seus fazeres pedagógicos, mas o que desenvolvem e buscam trabalhar em aula também marca seus corpos e pode mudar suas concepções.Universidade de São Paulo. Faculdade de Educação2022-03-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/19608110.1590/S1678-4634202248237152Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e237152Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e237152Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e2371521678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/196081/180827https://www.revistas.usp.br/ep/article/view/196081/180826Copyright (c) 2022 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPereira, Paula Pessoa dos Santos de Nader Silva, Alan Camargo Lüdorf, Sílvia Maria Agatti 2022-03-29T20:29:53Zoai:revistas.usp.br:article/196081Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2022-03-29T20:29:53Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física Body and pedagogical practice: dialogues between personal and professional dimensions in Physical Education teaching |
title |
Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física |
spellingShingle |
Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física Pereira, Paula Pessoa dos Santos de Nader Educação física Corpo Prática pedagógica Docentes Physical education Body Pedagogical practic Teachers |
title_short |
Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física |
title_full |
Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física |
title_fullStr |
Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física |
title_full_unstemmed |
Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física |
title_sort |
Corpo e prática pedagógica: diálogos entre dimensões pessoal e profissional no ensino de educação física |
author |
Pereira, Paula Pessoa dos Santos de Nader |
author_facet |
Pereira, Paula Pessoa dos Santos de Nader Silva, Alan Camargo Lüdorf, Sílvia Maria Agatti |
author_role |
author |
author2 |
Silva, Alan Camargo Lüdorf, Sílvia Maria Agatti |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Pereira, Paula Pessoa dos Santos de Nader Silva, Alan Camargo Lüdorf, Sílvia Maria Agatti |
dc.subject.por.fl_str_mv |
Educação física Corpo Prática pedagógica Docentes Physical education Body Pedagogical practic Teachers |
topic |
Educação física Corpo Prática pedagógica Docentes Physical education Body Pedagogical practic Teachers |
description |
School and Physical Education have a fundamental role in shaping views and conceptions of the body to the students, therefore it is important to have an education that considers the differences and reflections on issues related to the body. The Physical Education teacher is immersed in a sociocultural context of body ideals and self-care that, in a way, can be related to their pedagogical intervention. To what extent can the teacher’s social standpoint and personal and/or professional trajectory impact their pedagogical practice? The aim of this study was to understand the possible relations between the ways Physical Education teachers deal with their own bodies and the possible implications to their pedagogical practice. From a qualitative approach, semi-structured interviews were conducted with 12 Physical Education teachers from a federal institution, who worked in the first segment of elementary school. There were also records in a field diary and verification of documents from the institution. The work on the empirical material was carried out based on content analysis and the basic principles of repetition and relevance. It was found that body-related personal experiences interfere with the pedagogical practices of those teachers. There is also an effort to update body experiences in search of a renewing pedagogical practice. It is concluded, therefore, that there are relations between the personal and professional life of Physical Education teachers, as their conceptions interfere with their pedagogical practices, but what they develop and seek to work in class also affects their bodies and can change their conceptions. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/196081 10.1590/S1678-4634202248237152 |
url |
https://www.revistas.usp.br/ep/article/view/196081 |
identifier_str_mv |
10.1590/S1678-4634202248237152 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/196081/180827 https://www.revistas.usp.br/ep/article/view/196081/180826 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/xml application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e237152 Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e237152 Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e237152 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
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Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
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||revedu@usp.br |
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