A prática pedagógica na interface dos conteúdos trabalhados por professores de educação física nas escolas públicas de Humaitá/AM

Abstract

This research work carried out within the framework of the Masters in Teaching Sciences and Humanities of PPGECH / IEAA / UFAM had as main objective to analyze the pedagogical practice and the relation with the contents and the approaches that are evidenced in the practice of teachers of the discipline Physical Education. To do so, the research was delineated from the perspective of the qualitative approach and the technique for data collection prioritized the focus group, which was complemented by the semistructured interview, involving a sample of seven (07) professors working in Elementary Education II, locus five (05) public schools. For the data collection, the questions were organized in two guiding axes: the first one referring to the Profile, teacher training and professional experience and the second referring to Pedagogical Practice, Teaching Knowledge, Approaches / Contents and Continuing Education. The analysis of the data carried out in the light of the theoretical reference was supported by the Content Analysis method, proposed by Bardim (2009) for the discussion and its interpretation of what was collected and organized in units and classified according to the categorization of the thematic nuclei presented by Oliveira (2004). The theoretical contributions were based on Freire (2017), Pimenta (2007), Tardif (2017), Silva (2015), Shön (2000), Darido (1998, 2003), Darido; Rangel (2017), Mizukamy (1986), Azevedo; Shigunov (2000) and Coll (2000), who contributed theoretically to the development of the study. The results obtained from axis I, showed that most of the professors practice the profession in a short time; are young teachers and emphasize professional experience as a tool to sustain the teaching performance that sees the process of socialization with their peers as positive for growth in the profession and revitalization of pedagogical practices. Regarding axis II, the teachers' understanding of the role of Physical Education as a contribution to the integral formation of the student was evidenced. Faced with the evidence, teachers face other challenges, among them the non-appreciation of the discipline and the professional himself who is victimized with words of contempt. This problem is faced in the daily school life, bringing consequences to the pedagogical practice, added to the lack of support from the macro to the micro structure. As for the teaching knowledge in relation to content, the body culture of movement stands out as a priority. The pedagogical approaches are evidenced, however, in the application and development of the activities, there is a lack of evidence of more in-depth knowledge. The sport, moreover, has been worked in a traditional way, as a form of sports initiation, used in school games. As for continuing education, scientific events, courses and congresses, as well as sharing experiences of peer knowledge were considered formative spaces. Given this scenario, the research could be considered a starting point for teacher training reflections and possibilities for new mediations in the teaching and learning process. But, the teacher needs to be the protagonist of his pedagogical action in the search for changes and better quality of Physical Education teaching in the school.