Docência em ginástica na Educação Física: significação na educação básica

Abstract

The study aims to identify how gymnastics is understood in Physical Education (PE) by teachers from state and municipal schools in Juiz de Fora, Brazil. With a qualitative approach, it is characterized as a field research, with the crossing of information from existing scientific literature and documentary data about gymnastics and PE. The analyses were based on post-critical theories, specifically on Cultural Studies. Post-critical theories were used due to their advancement in discussions about culture and meaning in relation to critical theories, characteristics of Cultural Studies. In addition, data constructed from questionnaires and interviews with PE teachers from state and municipal schools in Juiz de Fora were used. The focus was to understand, through their reports, their approach to gymnastics in the personal, school, and academic dimensions, and then to problematize the meaning of gymnastics in their classes. Twelve teachers answered the questionnaire and 05 advanced to the interview stage. The use of the questionnaire allowed the creation of a profile of the teachers, regarding personal characteristics, academic training, and professional performance. The interviews made it possible to contact the teachers' practices with gymnastics in their PE classes through their speeches, enabling the problematization of the systematization processes carried out by them regarding the content. The constructed data were crossed with educational documentary references such as the National Curriculum Parameters and the National Common Curricular Base (BRASIL, 1997, 1998, 2000, 2017) and references from PE such as the Coletivo de Autores (1992) and Daolio (1995, 1996, 2001, 2004), and from Cultural Studies, with significant emphasis on Hall (2003, 2006, 2016) and Neira (2011). One of the main aspects evidenced in the study was that the way teachers use the approaches and tools of PE to attribute meaning to gymnastics are directly linked to the representation of gymnastics for these individuals, i.e., the incorporation of gymnastics by teachers manifests itself in their teaching practice.