Concepções e práticas sobre atuação profissional junto ás práticas corporais alternativas nas perspectivas de profissionais de educação física
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Data
2022-03-10
Autores
Oliveira, Rafaela Monique Paliares de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As Práticas Corporais Alternativas (PCAs) vem sendo reconhecidas como aquelas que buscam romper com o modelo tradicional de movimento e relação com o corpo, marcado pela repetição dos gestos, pela atividade constante e mudanças fisiológicas. Neste sentido, elas vão dar relevo a elementos que se orientam pela suavidade, concentração, respiração, bem como, noções filosóficas holísticas. Nesse contexto, as interrogações que alimentaram o interesse por essa pesquisa foram: O que os profissionais de Educação Física (PEF) que atuam com as PCAs vêm construindo sobre concepções de corpo e saúde? Quais suas expectativas quanto sua atuação? E as características e metas das pessoas que os procuram? Quais desafios esses profissionais enfrentam? E como olham para sua formação inicial em Educação Física e continuada para atuar neste campo? Deste modo, o objetivo deste estudo foi identificar e analisar as perspectivas de profissionais que atuam com as PCAs sobre suas concepções e práticas, sobre corpo e saúde, e formação e atuação profissional. A pesquisa de abordagem qualitativa fez uso da entrevista, como técnica de coleta. Participaram da investigação cinco PEF que atuavam com as PCAs. Na análise de dados foram feitas a transcrição das gravações, a releitura do material, a organização dos relatos e dos dados da entrevista, de acordo com as articulações entre os dados e os referenciais teóricos, foram criadas 3 categorias de análise: Formação profissional; As Concepções de corpo e saúde; e a Atuação profissional, que apontaram: 1. Formação profissional: ainda que todos tivessem a formação inicial em Educação Física, tal curso não lhes trouxe, de modo formal e sistematizado, os conhecimentos acerca das PCAs, mobilizando-os a buscar a formação continuada e, em sua maioria, com recursos próprios; 2. Perspectivas de corpo e saúde: Dentre os entrevistados, 4 deles sinalizaram para uma concepção de corpo e saúde que se aproximava mais do ser integral com suas relações com o mundo, rompendo com a concepção de base biológica e individual. Um profissional expressou aproximações com esta última concepção, revelando que as PCAs são também influenciadas por outras perspectivas; 3. Atuação profissional: entre os 5 entrevistados, dois atuavam com Pilates e três com Yoga. Manifestaram satisfação com a relação que desenvolviam com os alunos, sobretudo nas devolutivas das mudanças positivas que causavam em suas vidas. Os desafios da atuação estiveram ligados ao custo das aulas, preconceitos sobre Yoga, a visão de algumas pessoas da sociedade de que para atuar com as PCAs é preciso ser fisioterapeuta, à divulgação das aulas. Tais resultados nos incitam a inúmeras reflexões, em especial, sobre os desdobramentos que as PCAs podem trazer para as concepções de corpo e saúde junto à formação inicial do profissional de Educação Física.
Alternative Body Practices (PCAs) have been recognized as those that seek to break with the traditional model of movement and relationship with the body, marked by the repetition of gestures, constant activity, sweating and physiological changes. In this sense, they will highlight elements that are guided by softness, concentration, breathing, as well as holistic philosophical notions. In this context, the questions that fueled the interest in this research were: What have Physical Education professionals working with PCAs been building on conceptions of body and health? What are your expectations of your performance? And the characteristics and goals of the people who seek them? What challenges do these professionals face? And how do they look at their initial training in Physical Education and continuing to work in this field? Thus, the objective of this study was to identify and analyze the perspectives of professionals who worked with PCAs on their conceptions and practices, about body and health, and training and professional performance. The qualitative approach research made use of the interview as a collection technique. Five Physical Education professionals who worked with PCAs participated in the investigation. In the data analysis, the transcription of the recordings, the re-reading of the material, the organization of the reports and the interview data were carried out, according to the articulations between the data and the theoretical references, 3 categories of analysis were created: Professional training; Conceptions of body and health; and professional performance, where showed: 1. Professional training: even though everyone had initial training in Physical Education, this course did not bring them, in a formal and systematic way, knowledge about PCAs, mobilizing them to seek continued training and, in most cases, with resources own; 2. Perspectives of body and health: Among the interviewees, four of them pointed to a conception of body and health that was closer to the integral being with its relations with the world, breaking with the conception of biological and individual basis. One professional expressed similarities with this last concept, revealing that PCAs are also contaminated by other perspectives; 3. Professional performance: among the five interviewees, two worked with Pilates and three with Yoga. They expressed satisfaction with the relationship they developed with the students, especially in the feedback of the positive changes they caused in their lives. The challenges of acting were linked to the cost of classes, prejudices about Yoga, the view of some people in society that to work with PCAs it is necessary to be a physical therapist, the dissemination of classes. Such results incite us to innumerable reflections, in particular, on the consequences that PCAs can bring to the conceptions of body and health along with the initial training of the Physical Education professional.
Alternative Body Practices (PCAs) have been recognized as those that seek to break with the traditional model of movement and relationship with the body, marked by the repetition of gestures, constant activity, sweating and physiological changes. In this sense, they will highlight elements that are guided by softness, concentration, breathing, as well as holistic philosophical notions. In this context, the questions that fueled the interest in this research were: What have Physical Education professionals working with PCAs been building on conceptions of body and health? What are your expectations of your performance? And the characteristics and goals of the people who seek them? What challenges do these professionals face? And how do they look at their initial training in Physical Education and continuing to work in this field? Thus, the objective of this study was to identify and analyze the perspectives of professionals who worked with PCAs on their conceptions and practices, about body and health, and training and professional performance. The qualitative approach research made use of the interview as a collection technique. Five Physical Education professionals who worked with PCAs participated in the investigation. In the data analysis, the transcription of the recordings, the re-reading of the material, the organization of the reports and the interview data were carried out, according to the articulations between the data and the theoretical references, 3 categories of analysis were created: Professional training; Conceptions of body and health; and professional performance, where showed: 1. Professional training: even though everyone had initial training in Physical Education, this course did not bring them, in a formal and systematic way, knowledge about PCAs, mobilizing them to seek continued training and, in most cases, with resources own; 2. Perspectives of body and health: Among the interviewees, four of them pointed to a conception of body and health that was closer to the integral being with its relations with the world, breaking with the conception of biological and individual basis. One professional expressed similarities with this last concept, revealing that PCAs are also contaminated by other perspectives; 3. Professional performance: among the five interviewees, two worked with Pilates and three with Yoga. They expressed satisfaction with the relationship they developed with the students, especially in the feedback of the positive changes they caused in their lives. The challenges of acting were linked to the cost of classes, prejudices about Yoga, the view of some people in society that to work with PCAs it is necessary to be a physical therapist, the dissemination of classes. Such results incite us to innumerable reflections, in particular, on the consequences that PCAs can bring to the conceptions of body and health along with the initial training of the Physical Education professional.
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Palavras-chave
Saúde, Pilates, Método, Exercícios físicos, Body, Health