Educação física e pedagogia histórico-crítica: olhares sobre a prática docente em uma escola pública de Juiz de Fora

Abstract

This study aimed to analyze the teaching practice of a physical education teacher who, in a public school in Juiz de Fora, follows the ideas of historical-critical pedagogy. The following guiding questions were pointed: How was the contact of the teacher with such ideas? What were the resources and strategies used by her to transform these ideas in reality? How was, in general, physical education classes in everyday life? Which were the difficulties faced by the teacher? Which possibilities did the historical-critical pedagogy present to physical education classes? Referenced by authors like Saviani (1992), Coletivo de Autores (1992) e Gasparin (2009), this research is result of actions developed during the Masters in Education of Universidade de Juiz de Fora - UFJF. For this research it was used the qualitative methodology with ethnographic character. It was necessary the immersion in the educational environment so that could be possible to point the elements and details which composed the teaching practices analyzed, to follow the lessons given by the teacher, to record interviews and to observe the situations in that context. A first finding of this research was to perceive the selection of body culture contents to beyond the sport activities normally developed in physical education at schools. The teacher guided her teaching practice in accordance with the five steps of the historical-critical method of knowledge transmission: identification of social practice, questioning, instrumentation, catharsis and return to social practice. It was observed during classes rich possibilities of work with that theoretical reference in physical education. However, lack of adhesion to a differentiated work in physical education classes by some students, the second plan situation of this subject and deficiencies in educational building infrastructure were factors which made the teaching activities of that teacher more difficult.