O trabalho pedagógico do professor de educação física com a educação infantil em escolas do campo: uma autoetnografia na região sul do Rio Grande do Sul

Abstract

This research was developed from the postgraduate program in Physical Education at the Center for Physical Education and Sports at the Federal University of Santa Maria. In this investigation, the main goal was to analyze and understand how the pedagogical work of the Physical Education teacher with the multi-age classes (pre A and B) of Children's Education in the countryside schools of Jardim do Sul/RS, through the implementation of the Documento Orientador Municipal (DOM). In addition, we sought to analyze the process of elaboration and implementation of the DOM Early Childhood Education; understand the place of Physical Education in the DOM Early Childhood Education; to know the conditions in which the pedagogical work of the Physical Education teacher takes place in the implementation process of DOM with Early Childhood Education. For this purpose, a qualitative research was carried out, in which the methodological path of document analysis and autoethnography was chosen, using autobiographical narratives constructed from the field diary and semi-structured interviews, which were carried out with three collaborating teachers who work in the Municipal Teaching Network of Jardim do Sul/RS. The data analysis process enabled the elaboration of three categories: 1. Experiences in training and in the course of the research: Physical Education in Early Childhood Education in the Countryside, the DOM and experiences in schools; The experiences and conditions of the Physical Education teacher with Early Childhood Education in countryside schools; 3 The daily experiences of Physical Education classes in Early Childhood Education in the countryside based on the concreteness of the DOM. In this way, a narrative of this journey was made through a formative autobiographical narrative, addressing the reflections and re-signifying the experiences lived by the researcher that contemplates his learning in everyday school routine. In this respect, as a Physical Education teacher incipient in Early Childhood Education, weaknesses in the initial training were observed, giving rise to concerns about such a unique context as childhood, revealing challenges, discoveries, and learning. Therefore, the theoretical contributions of the Sociology of Childhood field guided the pedagogical work in Early Childhood Education, presenting a conception of the child that recognizes them as subjects of rights, producers of culture and emphasizes child protagonism. Moreover, in this research, it was reached the understanding that Physical Education is present in the pedagogical proposal of DOM for Early Childhood Education, from its structuring axes, interaction and games, in which children manifest themselves through language, corporeality, movement, and spontaneous play. On the other hand, there was the recognition, on the part of the researcher, of his condition as a teacher coming from the urban environment and inserted in countryside schools, above all, recognizing the potentialities of this context, children, and communities. Finally, from the reflections it was possible to verify an important teacher education process in flux that includes learning movements, discoveries, tensions, reflections and interpretations.