Constituição e caracterização dos saberes da base profissional de professores de Educação Física em início de carreira
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Data
2018-12-20
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Universidade Estadual Paulista (Unesp)
Resumo
Na perspectiva da profissionalização, o trabalho docente, exige, entre outras coisas, o reconhecimento dos saberes da base profissional dos professores, indicando assim a necessidade de se analisar a prática pedagógica e seus processos de construção de saberes. Nesse cenário, temos também a compreensão de que o campo profissional possibilita uma apropriação de saberes exclusivos do contexto de trabalho, por exemplo, o contexto da Educação Física. Deste modo, faz-se necessário estabelecer relações entre a entrada na carreira e os saberes da base profissional dos professores, uma vez que os professores iniciantes estão adentrando no campo profissional e passando de forma intensa pelos processos de construção e apropriação de saberes. Nesse sentido, objetivamos investigar os saberes da base profissional dos professores de Educação Física em início de carreira. Para isso, optou-se pela pesquisa qualitativa, descritiva, tendo como técnica de coleta de dados a entrevista semiestruturada com cinco professores iniciantes de Educação Física e, posteriormente, à análise de conteúdo. Verificamos que os professores da pesquisa nesse ciclo inicial da carreira enfrentaram diferentes dilemas (burocratização da escola; conflitos com os alunos; falta de local adequado para as aulas; falta de reconhecimento da área pelos alunos e pares), passando pelo denominado ―choque com a realidade‖. Dessa forma, embora ainda sejam muitos os desafios, consideramos que é preciso que as Instituições formadoras reconfigurem seus currículos e suas práticas formativas, no sentido de melhor se aproximar da realidade educacional, também se faz necessário que se assuma que os sistemas de ensino e as escolas têm responsabilidade sobre a inserção dos recém-professores, favorecendo e estimulando ações que fortaleçam a sua inserção e o seu desenvolvimento profissional. Com relação aos saberes, os resultados mostraram, por parte dos professores iniciantes, a mobilização de saberes vinculado à tipologia dos saberes docentes, envolvendo de um lado, os conhecimentos universitários na mobilização de um saber curricular; saber da formação profissional; saber disciplinar e; saber experiencial. E, por outro lado, envolvendo os saberes profissionais, saberes da ação, identificados como um saber que está diretamente ligado ao exercício do trabalho docente, tendo como marcas, a temporalidade desse saber; a pluralidade e a heterogeneidade de aquisição; a relação com o contexto e a dimensão relacional. Por fim, consideramos que a mobilização dos saberes da base profissional é muito rica, podendo dar margem para o desenvolvimento de uma epistemologia da prática profissional, entendida como o estudo dos saberes utilizado em situação de prática pedagógica. Da mesma forma que essa mobilização de saberes de seres humanos para seres humanos envolve componentes afetivos e relacionais, podendo dar origem a uma teoria da interação social.
In the perspective of professionalization, teaching work requires the recognition of the knowledges of the teachers' professional base, among other things, thus indicating the need to analyze the pedagogical practice and its processes of construction of the knowledge. In this scenario, we also understand that the professional field allows an appropriation of exclusive knowledges of the work context, for example, the context of Physical Education. In this way, it is necessary to establish relationships between entering the career and the knowledge of the teachers' professional base, since the teachers that are beginning their careers are entering the professional field and going intensely through the processes of construction and appropriation of knowledges. Therefore, we aim to investigate the knowledges of the professional base of Physical Education teachers at the beginning of their careers. For this, we chose the qualitative and descriptive research, having as data collection technique the semi-structured interview with five PE teachers in the beginning of their careers and then content analysis. We verified that the teachers of the research in this initial cycle of their careers faced different dilemmas (school bureaucratization, conflicts with the students, lack of a proper place for the classes, students‘ and peers‘ poor recognition of the area), facing the so-called "shock with the reality". Thus, although there are still many challenges, we believe that it is necessary for the formation institutions to reconfigure their curricula and their training practices, in order to better approach the educational reality. It is also necessary to accept that education systems and schools have responsibility for the insertion of the new teachers, favoring and encouraging actions that strengthen their professional development. With regard to knowledge, the results showed, on the part of the teachers in the beginning of their careers, the mobilization of knowledges linked to the typology of teacher knowledges, involving, on the one hand, university knowledges in the mobilization of a curriculum knowledge; knowledge of professional formation; disciplinary knowledge and experiential knowledge. And, on the other hand, involving the professional knowledges, knowledges of the action, identified as a knowledge that is directly linked to the exercise of teaching work, having as trademarks the temporality of this knowledge; plurality and heterogeneity of acquisition; the relationship with the context and the relational dimension. Finally, we consider that the mobilization of the knowledges of the professional base is very rich, and can encourage the development of an epistemology of professional practice, understood as the study of the knowledges used in a situation of pedagogical practice. In the same way that this mobilization of knowledges from human beings to human beings involves affective and relational components, and can give rise to a theory of social interaction.
In the perspective of professionalization, teaching work requires the recognition of the knowledges of the teachers' professional base, among other things, thus indicating the need to analyze the pedagogical practice and its processes of construction of the knowledge. In this scenario, we also understand that the professional field allows an appropriation of exclusive knowledges of the work context, for example, the context of Physical Education. In this way, it is necessary to establish relationships between entering the career and the knowledge of the teachers' professional base, since the teachers that are beginning their careers are entering the professional field and going intensely through the processes of construction and appropriation of knowledges. Therefore, we aim to investigate the knowledges of the professional base of Physical Education teachers at the beginning of their careers. For this, we chose the qualitative and descriptive research, having as data collection technique the semi-structured interview with five PE teachers in the beginning of their careers and then content analysis. We verified that the teachers of the research in this initial cycle of their careers faced different dilemmas (school bureaucratization, conflicts with the students, lack of a proper place for the classes, students‘ and peers‘ poor recognition of the area), facing the so-called "shock with the reality". Thus, although there are still many challenges, we believe that it is necessary for the formation institutions to reconfigure their curricula and their training practices, in order to better approach the educational reality. It is also necessary to accept that education systems and schools have responsibility for the insertion of the new teachers, favoring and encouraging actions that strengthen their professional development. With regard to knowledge, the results showed, on the part of the teachers in the beginning of their careers, the mobilization of knowledges linked to the typology of teacher knowledges, involving, on the one hand, university knowledges in the mobilization of a curriculum knowledge; knowledge of professional formation; disciplinary knowledge and experiential knowledge. And, on the other hand, involving the professional knowledges, knowledges of the action, identified as a knowledge that is directly linked to the exercise of teaching work, having as trademarks the temporality of this knowledge; plurality and heterogeneity of acquisition; the relationship with the context and the relational dimension. Finally, we consider that the mobilization of the knowledges of the professional base is very rich, and can encourage the development of an epistemology of professional practice, understood as the study of the knowledges used in a situation of pedagogical practice. In the same way that this mobilization of knowledges from human beings to human beings involves affective and relational components, and can give rise to a theory of social interaction.
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Palavras-chave
Saberes docentes, Professor iniciante, Socialização profissional, Educação física escolar, Formação de professores, Educação física, Physical education, Teacher beginner, Teaching knowledge, Professional socialization