Trajetórias e Práticas pedagógicas no Ensino Superior: Os Docentes de Dança dos Cursos de Licenciatura em Educação Física.

Abstract

The training and educational performance of teachers has prompted studies in the field of Physical Education. The aim of this study understanding was the trajectory of teachers that work with Dancing in Physical Education graduation courses in Public Universities of Rio Grande do Sul (UFPEL, UFSM, UFRGS and FURG), relating these trajectories with their pedagogical practices. Multiple case qualitative study, in which the four Dancing teachers from the referred institutions were interviewed. A semi-structured interview was used for data collection. After collecting data and transcribing the interviews, the content analysis was performed. As main results we could see that the childhood and adolescence period was crucial for professional choice; professional and personal interests had close relationship with defining the trajectories; there was no linearity in the choices of continuous training and teaching; there was a fragility of Dancing as a scientific field in Doctoral and Master’s courses in Brazil. Some focal points were found among the teachers in the study related to the challenges of the career, being the challenges: classroom control and professional recognition by the pairs. When considering pedagogical practices, the contents that Physical Education should prioritize in the disciplines related to Dancing were not clear. About teaching methods, we noticed some difficulties in their descriptions. The methods described were grounded in the teaching views of their formation. To evaluate, it was seen the use of choreographies as a tool to check learning, followed by written test. It was clear that the interviewees questioned, thought and changed their pedagogical practices along their professional career.