Educação física escolar: representações sociais para professores do curso de educação física – licenciatura da UFAL

Abstract

This investigation aimed at identifying and analyzing the social representations on School Physical Education of a group of teachers working in the Physical Education course - Licentiate. The social representations of teachers are constituted based on the appropriation of practice, their relationships and historical and social knowledge, studying them enables the organization and expansion of educational knowledge, especially as regards the construction of their identity, thus producing subsidies to understand their professional needs. The methodological procedure was characterized by a qualitative approach, of descriptive nature. The research group was composed of 7 professors with PhDs in physical education, of both sexes, with performance time ranging from 2 to 29 years. The analysis of content was used as a technique of analysis, being the semi-structured interview an instrument used for data collection, based on the guiding question: What is your representation on School Physical Education focusing on the role of the teacher? After transcribed, we explored the material, in which we classified four categories mediating the discourses: The physical education teacher; initial and continuing education; planning; physical education as a curricular component. Through the speeches given, it was perceived that each teacher chose a different scenario to speak about the representation of physical education at school, which can be linked to an exercise of reflection inherent to their experiences in the course. And according to the categories, it was concluded that it can be understood as a pedagogical practice that requires professionals to assume a posture of reflection, and an availability for permanent learning, since they can find factors specific to each group that will influence the behavior of these students, working with the various language and elements of the body culture of movement.