A Pertença Docente: Busca de Sentidos nas Experiências dos Professores de Educação Física Escolar
Nenhuma Miniatura disponível
Data
2022-12-16
Autores
Silva, Bruno Vasconcellos
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
This research aims at investigating the allegiance (pertença) with the profession of School Physical Education Teachers, expressed in the relation between teaching and the world, assuming, mainly, the Arendtian’s concepts and categories. The sense of belonging to the teaching profession, in this study, is linked to the idea of Teachers acknowledging themselves as the ones responsible for such public horizon, in this reception regarding the new generations coming to the pre-existing world, a world that we have built, in a way, in conjunction with our ancestors, so that the younger ones can judge about a certain reality. The Teachers must decide whether they love the world - the amor mundi, the body practices, in the case of Physical Education Teachers –, as well as their new habitants are enough to accept responsibility for both. Therefore, the research is about a dual responsibility. Insofar as the justification is concerned, the study does not sustain that teaching must be thought as priesthood or donation,although it is important to search for motivation and personal interest that is created with the magisterium. To do something that is considered valuable means attributing a personal sense/meaning and a social recognition to your know-how. In other words, it seems that this allegiance (pertença) can be stimulated, provoking the School Physical Education Teachers from inside out, which can be the motivation that vests humanity with their existence. The study stands out that the need to a further investigation about desire and will. To think about what affects us, as well as to be questioned as member of a community, mobilizes the individual in order to reflect on the training process of those in charge of the world. The research uses the narrative and the (self) biographic method as theoretical-methodological principle. Such perspective enables Teachers to be aware of themselves regarding their trajectory, causing reflection and understanding themselves and their practices, also allowing the analysis of interconnections of their itinerary with the academic, social, historic and cultural contexts, with their way to appropriate experiences and, thus, to do the “thinking exercise” about their senses/meanings. In relation to methodological resources, it prioritizes the primary biographic materials, more specifically the narrative interviews. It analyzes the (self) biographic narratives of the experiences belonging to the research collaborators, in which they remembered the experiences lived throughout their training trajectory (in the family ambit, elementary education, initial training and in other training space/time) that promoted significant marks on their personal/professional training, as well as had been manifested as possible guides/inspirations to build their allegiance (pertença) with the profession regarding their teaching experience. Besides, the study analyzes their experiences lived throughout their teaching experience in elementary education, interpreting the way they reveal their allegiance (pertença) and, even, identify the aspects emerging from their expertise as potential guides/inspirations for the students and (future) Teachers to act according to their contexts and realities. In the concluding remarks, it infers the need to better think about the School Physical Education Teachers training experiences as a starting point for the constitution of allegiance (pertença) with Teachers. Those narratives may contribute to strengthen the act of (future) School Physical Education Teachers, constituting an allegiance (pertença) to the Teachers’ profession.
Descrição
Palavras-chave
Pertencimento , Formação Docente , Educação Física Escolar