As experiências que constroem a prática pedagógica: um estudo etnográfico com professores de educação física do Município de Uruguaiana – RS

Abstract

Talking about the teacher's pedagogical practice is a process that involves sensitivity and an open look at the aspects that may involve this practice, considering that it is not formed from an experience but from a set of experiences. To throughout the investigation process, the field work pointed to issues that can influence teaching practice, understood, in this experience, from the teacher's life story with Physical Education, his initial training, the professional path and continuing education, with the purpose of understanding the factors that influence the teaching practice of Physical Education teachers in public schools in the Municipality of Uruguaiana - RS. This study is configured as a qualitative research ethnographic study carried out with six Physical Education teachers from Elementary School (6th to 9th grade). For the collection of information, we used an observation form and semi-structured interview in addition to recording situations and dialogues in the field. Observations were systematic and non-participant, totaling approximately 65 hours. After observing the teachers' pedagogical practices, we conducted a semi-structured interview that enabled a better understanding of the observed context. Going through this trajectory, we realize that the life history of teachers with experiences in basic education provoke memories that are reflected in teaching practice: the strong influence of sports, contents on which chose to develop in their classes, which implies the use of certain spaces and materials. As we progressed in the field work and analysis of the information, we realized that this influence continued to be reinforced during the graduation of these students. teachers. However, we see some discreet experiences, different from the sports education that they had in the initial training, such as the work of transversal themes, the collective work with teachers from other disciplines and the approach of contents of the conceptual dimension.