Atividade epistemológica da prática pedagógica do professor de educação física

Abstract

This work falls within the scope of studies interested in the epistemology of practice pedagogy. It aims to unveil the Epistemological Activity Pedagogical Practice of Physical Education Teachers reveal their knowledge, understand how they incorporate, manufacture, use, apply and transform according to the limits and resources inherent in their work activities in their practices everyday. It also aims to understand the nature of this knowledge, as well as their role both in the process of teaching and in relation to their professional identity. The research was divided into three studies, and sought to understand through poststructuralist ethnography and semi-structured interviews two physical education teachers how is the production of teaching knowledge. We visited the area in search of the literature of theoretical for our work and then we did a survey of productions related to the field of epistemology of Physical Education in two journals, pursuing the dialogue with our object. Detected in this search there were no work related to our object. Conducted thus a reflection on the terms involving our research on the use of the term epistemological activity at the expense of epistemology, so we chose to use the epistemological activity of teaching practice which consists in seeking to understand so con (s) aware of the logic production of knowledge teachers in the interrelations with the context that legitimate (or not) this knowledge, and understand what is and how they are constituted by teachers. When analyzing the production of knowledge of teachers observed teachers found an early career that reveals a knowledge creative and inventive, with certain theoretical bases. Systematized knowledge, based on the culture of body movement, and organized way to teach the content in its entirety and to facilitate the process of teaching and learning. We deduce that the constitution of knowledge occurs in different forms: initial training, life history, use of technology, connect with colleagues, among others. More importantly, the use of internet has been the basis for breaking with traditional forms of physical education classes (EF) and innovate. And another teacher who, despite being at the end of career breaks with the paradigm that addresses the teacher in this phase presents a stagnation and disinvestment. The teacher demonstrates an interest in "chase" of knowledge, but is based on a theoretical production of EF published in the 1980s. Presents a concern to reflect your practice and diversify the content and activities. For, through classes, using the culture of body movement as a means and not an end, to train students for life in society. And have in their main source of experiential knowledge foundation. Thus we conclude that the observed teachers produce knowledge. Personalized knowledge that carry the marks of their life stories, their initial training, contact with colleagues, personality, their experiences. And these are personal and localized knowledge.