Educational assumptions to guide the intervention of physical education teacher in schools
Abstract
Introduction: When discussing the value of physical education teacher in the school context, what we see is a large depreciation of the area for those who observe the practices, conduct and attitude of the educator. We went through a period of educational system where the teacher is not valued the same and by itself do not value the value it has. Aim: The present study aimed to profile the current Physical Education teacher, through the spheres of training, planning, teaching, teaching performance and representation in the school context. Materials and Methods: All elements of the sample freely and voluntarily participated in the experiment. The present study had 20 participants, all trained in Physical Education. Participants, subjects responded to a questionnaire containing 21 questions with reference to their role as a teacher / educator in school. Results and Discussion: The results show that while there is a political pedagogical project, didactic assumptions and multidisciplinary projects, physical education teachers continue to take their professional practice a simplistic view that does not value planning, interdisciplinary collective construction and the representativeness of physical education within the school. Conclusion: We conclude that PE teachers are backed by a political pedagogical project that guide their practice, but such support and no support organization when 65% of teachers do not establish a curriculum content for each year of elementary school.
References
-Barros, J. M. C. Educação Física: Perspectivas e Tendências da Profissão. Revista Motriz. Vol. 2. Núm. 1. 1996.
-Darido, S. C.; Rosário, L. F. R.A sistematização dos conteúdos da educação física na escola: a perspectiva dos professores experientes. Revista Motriz. Vol. 11. Núm. 3. p. 167-178. 2005.
-Freire, J. B. Pedagogia do Futebol. Campinas. Autores Associados. 2003.
-Freire, P. Pedagogia da Autonomia: saberes necessários à prática educativa. Paz e Terra. 1996.
-Nascimento, A. J. B. Educação Física Escolar: O Discurso e a Prática sob o ponto de vista dos alunos de escolas “não-tradicionais” de Fortaleza. TCC. Universidade de Brasília. UnB Centro de Ensino a Distância-CEAD. Especialização em Esporte Escolar. Fortaleza. 2007.
Authors who publish in this journal agree to the following terms:
- Authors retain the copyright and grant the journal the right of first publication, with work simultaneously licensed under the Creative Commons Attribution License BY-NC which allows the sharing of the work with acknowledgment of the authorship of the work and initial publication in this journal.
- Authors are authorized to enter into additional contracts separately for non-exclusive distribution of the version of the work published in this journal (eg, publishing in institutional repository or book chapter), with acknowledgment of authorship and initial publication in this journal.
- Authors are allowed and encouraged to post and distribute their work online (eg, in institutional repositories or on their personal page) at any point before or during the editorial process, as this can bring about productive change as well as increase impact and impact. citation of published work (See The Effect of Free Access).
