A aprendizagem docente de educação física com a educação infantil em escolas de ensino fundamental da rede municipal de ensino de Santa Maria – RS

Abstract

This research is part of the Research Line Theoretical-Pedagogical Studies of Physical Education of the Postgraduate Program in Physical Education at the Federal University of Santa Maria/RS. In this investigation, the main objective was to understand how the teaching learning of Physical Education is constituted in/with Early Childhood Education in elementary schools in the city of Santa Maria/RS. In addition, we sought to know the teaching paths of Physical Education teachers who worked in the Early Childhood Education at the Municipal Education Network of Santa Maria (RMSM/RS); to identify the conception of childhood of Physical Education teachers at RMSM/RS; to learn the process of construction of Physical Education teaching with the Early Childhood Education classes of the investigated teachers. Therefore, a qualitative research was carried out, which is classified as a narrative research. The study had the collaboration of five Physical Education teachers who worked in Early Childhood Education in elementary schools in RMSM/RS since 1999. In order to select the teachers who met the criteria for this study, a survey was used, prepared by the Google forms platform and sent to the schools. The production of the narratives took place through semi-structured interviews, carried out individually with the collaborating teachers. The investigative process allowed the construction of three categories: 1. School and non-school body experiences during childhood and adolescence; 2. Experiences related to the teacher training course; 3. Teaching Physical Education learning in/with Early Childhood Education. For the elaboration of the entire study and analysis of the narratives, the theoretical foundation on teaching learning, experience, training, Early Childhood Education and Physical Education was considered. In addition, inspiration was sought from Bakhtin's central ideas. Thus, when analyzing the teachers' statements, it became evident that each one of them has her life story built in a unique way, through unique moments, where personal and professional dimensions are deeply intertwined. These different experiences lived along their formative paths generated important learning for the exercise of teaching. It was also possible to identify that the pedagogical work of Physical Education with Early Childhood Education was not an option for most teachers, but an opportunity. However, they believe that the development of work with this stage of education is essential. Still, it was identified that the teachers do not present an explicit distinction between the concepts of child and childhood, there is an eclecticism of conceptions, sometimes they demonstrate a sensitive listening, thinking the child as he is, sometimes they present a biological perception of human development and, by sometimes an “adult-centric” and romantic view of childhood. Finally, it is understood that the constitution of the teaching learning of Physical Education teachers who worked in Early Childhood Education in Elementary Schools in RMSM/RS was not a linear process, it occurred during adverse, unstable and fragile conditions. In this context, the teachers found peculiarities when working with Early Childhood Education classes, which involve establishing good communication, sensitive listening, availability of time and affection. The occurrence of different findings can contribute to a deeper understanding of children and childhood. These subtle elements gain importance to achieve learning, since the teachers identify these aspects based on reflections on their pedagogical experiences. In addition, it was possible to identify some significant learning for the teachers, although the time and the conditions offered, of this pedagogical work, perhaps, were not enough for them to become consolidated teaching learning.