Saberes docentes e a organização didático-pedagógica da Educação Física na educação infantil

Abstract

The investigation seeks to analyze how physical education teachers structure their lecturer’s knowledge on child education and how are organized, pedagogically instructed, the physical education classes. The investigation assumes a qualitative boarding with a phenomenological approach. The participants are three physical education teachers who work with child education classes. To collect the data a semi-structured interview was used. The interpretation of the data was made by the analysis of the content. The lecturer’s knowledge is acquired by the teacher during his professional formation; it’s throughout it that the teacher seeks subsidies to build himself professor, in a certain amount of space and time, having ample relation with his work environment. These principles learned through time can be adapted or rebuilt, or even deconstructed when they make contact with the educational reality. The relation between the pedagogical instruction organization of the physical education classes for child education and the lecturer’s knowledge emerge from the teacher’s daily, in his relation with his planning, objectives, contents and strategies which are used to solve problematic subjects on class, through educational concepts that are adopted and reflect all the teacher’s understanding related to the educational and learning process. When trying approach, necessary to the understanding of the focused subjects, there were characteristics of each participant teacher, as how, in the perception of each one of them over their professional formation, about the acting context and the lecturer’s experiences, on which they could build in contact with their own reality.