Do eu-aluno/a para o eu-professor/a de educação física: trajetórias de escolarização e formação inicial

Abstract

The present research aimed to analyze how Physical Education undergraduate students at the Federal University of Amazonas understand their trajectory of schooling and initial training, identifying how they articulate with the future professional teaching life. The specific objectives are: (I) To understand the process of transition from secondary education to higher education (self-student/a) and its relationship with initial education and its teaching activities (self-professor/a); (II) Understand the historical pedagogical context of teacher education in Brazil and the inherent particularities of teacher education in Physical Education; (III) Interpret school experiences in the Physical Education course in the view of final year students and the relationship between the trajectory of schooling, initial training and professional performance. Vygotsky's cultural-historical theory based the study in view of the relationship between human development and schooling being grounded within his concepts about the environment and the influence of the school, as well as the transition points inherent to it. This research was carried out through a qualitative approach through data collection through narrative interviews with undergraduate students of the Physical Education course and bibliographical (searching for important concepts in the trajectory of schooling, youth, initial training) to support the analysis. Data were analyzed in different ways, including: interpretation of meanings, using transcripts of interviews, interpretive reading to deepen the processes in narratives and students' arguments. In the narratives presented, it was possible to understand the relationship between the school trajectory and the professional choice for Physical Education, especially with contacts with sports. The academic trajectory was marked by a rupture and impact with the university environment, as well as by the constant participation in projects aimed at teaching in basic education, providing an approximation with the school reality and resulting in professional expectations focused on acting in basic education. In this way, we can understand Basic Education and Initial Education in an approach aiming at a human development that respects the singularities of the subjects throughout the initial education process so that these future teachers can offer society a humanized education and not reproduce negative examples during their performance. professional. It is urgent that School and University can promote an integrated link to the detriment of a fragmented education.