Formação continuada de professoras e professores de educação física da rede municipal de Juiz de Fora/MG: olhares para a prática pedagógica e os espaços formativos

Abstract

In an effort to contribute to the debate about the continuing education of physical education teachers, with the intention of transforming the relations that reduce teaching work to bureaucratization and generalization of its practice, this research aims to investigate how the processes of continuing education of physical education (PE) teachers in the school system of city of Juiz de Fora, Minas Gerais (MG), Brazil have occurred. In addition, we try to understand how formatives processes consider pedagogical practice and everyday school life as central point for thinking about continuing teacher education. We understand that the pedagogical practice raises questions in the search for new sources of construction of our knowledge, aiming, therefore, to break with a training logic in which teachers are placed in the condition of technicians, amplified by the low occurrence of relevant discussions to school in the formative process in physical education that distance teachers from reflexions about the importance of their educational work for social transformations and unequal power relations. We will use a theoretical framework based (1) on the Freirian perspective, highlighting Paulo Freire's contributions about dialogue, reflection on practice and critical reading of the world, and (2) on Cultural Studies and its efforts to understand the centrality of culture and analyzes of power relations. Therefore, and with the purpose of dialoguing with basic education and understanding how formative processes and spaces are present in daily teaching, the participants of our research were nine physical education teachers in the municipal network of Juiz de Fora (MG). Our main instrument for data production was semi-structured interviews carried out remotely with the participants, in which we contemplated discussions about continuing education in physical education, the working conditions of teachers and the possibilities of formative process that considers pedagogical practice as central point. When reading and analyzing the interviews, we relied on the Content Analysis method proposed by Bardin (1979), following the proposal of categorization of relevant topics for their discussion from the teachers speeches, envisioning the possibility of announcing their conceptions, ideas and perceptions about the continuing education of teachers. Based on the analyses, it is possible to understand that the teachers reinforce that the education system needs to link the formative processes to their daily reality, as well as considering the knowledge of PE teachers as central to the elaboration and organization of the formative spaces. In addition, they highlight the importance of what they call the exchange of experiences, when they would have the opportunity to share their practices and dialogue about possible directions for the pedagogical work.