Continuing physical education course for preschool teachers: the diary writing interpretative research method

Abstract

This work investigated the thinking process of four teachers from a public preschool (EMEI) at São Paulo based on the research method of diary writing interpretation during continuing physical education course. It was analyzed patterns, tasks and dilemmas registered on the class diaries and data obtained by the interviews content analyze method realized by the teachers. At the beginning of registration the objectives and class content did not appear on teacher's evaluation that was focused on the emotions making up the reflexion in action. When the writing of the diaries and the collective discussions became part of their working routine, they could notice the main student's difficulties related to fundamental skills, rhythm activities and games. The teaching styles Tasks (circuits and learning stations, i.e.) and Self guided discovery were then applied and considered efficient. Rules games contributed in discussions about understanding, building and respecting of many social rules. There were difficulties extra- class (low salaries, difficulties on literature access, i.e.) that showed the material and pedagogical support importance (full-time employment of the teachers at only one School, i.e.). It supposes that the teacher's needs enough time for all activities involved on teaching. Then, with the children involved in the decisions during classes, it became possible to understand their thinking pattern, contributing with the class goals and making the planning and reflexion easier for the teachers.