Narrativas docentes nos anos iniciais na zona rural: repertórios e sentidos na construção do professor de Educação Física

Abstract

Physical Education teachers have specific knowledge and repertoires from their training and thus have the challenge of addressing the knowledge necessary for training subjects in different contexts. This research focuses on understanding the formation and construction of the teaching repertoire based on the narratives of Physical Education Teachers who work in schools in the Rural Area of the city of Pelotas/RS. To consider the theme presented, the investigation followed a qualitative nature, characterized by being a biographical study. The research sample was characterized by intentionality, as this research seeks to reach teachers from the municipal education network, who work with early years classes and carry out their work in rural schools. Five Physical Education teachers from five different municipal schools in the Rural Area of Pelotas/RS participated in this research. For data collection two instruments were used, the Autobiographical Script and the Semi structured Interview, which were later investigated through content analysis. The research was approved by the ESEF-UFPEL Ethics Committee and registered under nº 5,369,368. All participants received and signed the Free and Informed Consent Form. When analyzing the data presented, it was observed through the information extracted from the teachers' narratives that each one has their own story, with particular elements originating from experiences throughout their lives and that these elements influence the construction of their repertoires and teacher training. Finally, we believe appropriate to state that talking about lived experiences involves human singularity, where each person brings elements that mark them and reflect on the way they are constituted and that this does not occur differently when we approach teacher training and the construction of repertoire. Teachers, based on their experience, are in constant training, following paths that are often not linear, building their own ways of meaning and carrying out on teaching.