Routines, strategies and knowledges of Physical Education teachers: an ethnographic case study

Authors

  • Mônica Urroz Sanchotene Universidade Federal do Rio Grande do Sul; Escola de Educação Física
  • Vicente Molina Neto Universidade Federal do Rio Grande do Sul; Escola de Educação Física

DOI:

https://doi.org/10.1590/S1807-55092013000300011

Keywords:

Physical education, Pedagogical practice, Life experiences, Teachers training

Abstract

In the following paper we discussed the constitution of the pedagogical practice of physical education teachers. We set out to comprehend what is the relation that is established between the life experiences of the teachers themselves and their pedagogical practice developed in a Public School in Porto Alegre. We developed an ethnographic case study, with two hundred hours of participant observation and eight interviews. The research is based on the theories of action and in the new epistemology of practice. We identified that teachers develop routines and creative strategies mainly based on their life experiences to reach their objectives in their classes and that their pedagogical practice is related to the knowledge that themselves produced during their life cycle. The study, after conclusion, was shown to the collaborators as a form to validate the research and to establish a dialogue which could provide the teachers an opportunity to reflect about their practices.

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Published

2013-09-01

Issue

Section

Pedagógica e Comportamental

How to Cite

Sanchotene, M. U., & Molina Neto, V. (2013). Routines, strategies and knowledges of Physical Education teachers: an ethnographic case study . Brazilian Journal of Physical Education and Sport, 27(3), 447-458. https://doi.org/10.1590/S1807-55092013000300011