Memórias, identidades docentes e o fazer pedagógico: um estudo com professores de Educação Física de Armação dos Búzios

Abstract

The difficulties of implementing the theoretical advances achieved in Brazilian Physical Education into educational practice make the studies about the course of the subject a challenge that arises from the initial and the continuing training of teachers. It is believed that the memory and professional practice contexts are important dimensions in the formation of teachers' identities and pedagogical practice, which raises the following questions: what are the teachers' memories when they were Physical Education students back in school? What has motivated their career choices? How do they see the prevailing professional context? In order to discuss these questions, this essay, an ethnographic inspiration, has analyzed the material collected during the continued training of 39 Physical Education teachers from the Municipal Education of Armação de Búzios in 2015. As a result, there were quite idealized and emotional memories, besides a strong identification to the sporting and military past of Physical Education. It is believed that this is related to the current precarious working conditions, the devaluation of the subject at school and the difficulty in dealing with diversity. The results confirm the demand to build new pedagogical theories for Physical Education that are closer to the school universe and are able to sustain the teaching practices, alongside a working development of personal experiences and prior university identities, in order to develop a critical consideration about the pedagogical practices. Finally, the results also identify the need to raise awareness among teachers and future teachers about cultural diversity and advance on the formation of pedagogical proposals and practices related to the multiculturalism prevailing at schools