Gestão e relações de poderes na educação física escolar a partir de discursos de professores da área e coordenadores pedagógicos

Abstract

This study aimed at understanding the support and accompaniment of Pedagogical Coordination in P.E. teachers’ educational practices at final years of Elementary Schools in city run schools of Santa Maria (RS). The qualitative type investigation had as its methodological option the discourse analysis according to Foucault (1979). The collaborators were P.E. teachers and pedagogical coordinators. According to the discourses, these professionals get influence in different ways, through power relations, implicating in their subjectivations, as well as in the truth effects accredited to school managing and professional development. Although the contributions of Physical Education are observed, it still has not appeared in a meaningful way in the development of school organization. Besides the necessary conditions regarding the P.E. school teacher subjectivity, it is as indispensable to have the support and accompaniment of pedagogical practices, having space for dialogue and improvement of corporate activities. The study centered its value in the comprehension of how school organizations function and in the understanding of how pedagogical coordinators and P.E. teachers act. To comprehend the discourse of these collaborators was an opportunity to search alternatives which qualify relations, promote professional appreciation and the improvement of school organization and managing.