Saberes docentes e histórias de vida de professores/as de danças de salão de Juiz de Fora - MG

Abstract

The relevance of this research is based on the absence of academic and training initiatives by professionals who work in the area of Ballroom Dancing (BD). In this context, the following guiding question emerged: what is the pedagogical knowledge that constitutes the training of physical education (PE) teachers of ballroom dance in Juiz de Fora? The lack of a specific undergraduate course in BD and the limited accessibility of Dance programs in the local context of Juiz de Fora justify our choice of the PE field Thus, the main goal of this study is to analyze the pedagogical knowledge that constitutes the training of BD teachers who have a degree in Physical Education, in Juiz de Fora. Additionally, the research presents the following specific objectives: to understand the relationship between professional practice in BD and the training processes of PE teachers, as well as the theoretical aspects involved in this context; to explore the personal, educational, and academic life stories of BD teachers in Juiz de Fora who have graduated in PE; and to analyze the professional training processes of BD teachers in Juiz de Fora and how these processes have influenced their practice. In order to achieve the proposed objectives, this research is structured on the correlation of empirical, bibliographical and documental sources, within a qualitative research approach, in a close relationship with (auto)biographical studies. For the construction of the empirical sources,04 PE teachers were interviewed. All of them are from Juiz de Fora and work with BD. The interviews followed the methodology of conversation proposed by Gonzalez Rey (2005). As documentary sources, there were legal documents such as the National Curriculum Parameters (PCNs), the Common National Curriculum Base (BNCC) (BRASIL, 1997, 2017) and the school records of the research participants. Regarding bibliographic sources, the research dialogues with: authors from the field of teacher training - Maurice Tardif (2014), Selma Pimenta (2012) and Selva Fonseca (1997); and productions from the field of Dance (articles, dissertations and theses) that somehow contemplate the training or the teaching of BD as an object of study. From the analysis of the narratives of the life stories of the research participants, we infer that training in BD is related to the three forms of work addressed by Tardif (2014): traditional crafts, the need for schooling and the relationship between a an apprentice and an experienced worker. Therefore, taking into account the subjects' academic training process, we conclude that the undergraduate course in PE presents an educational gap in relation to BD, since it does not contemplate this aspect of dance as a subject focused on dancing into pairs and does not contemplate it as a content in the Dance subject. However, in spite of the specific educational gap regarding the knowledge of BD as a subject, the teachers' narratives show that the graduation in PE has contributed both to the process of constructing their professional identities and to their professional training process.