Knowledge systematizing by school physical education teachers: between what they think and what they do within the investigation on teaching practice

Abstract

In the educational theories and public policies oriented towards professionalization of teaching, traversing the notion of teaching professionalism, it is expected that teachers who work in basic education develop their own knowledge in a process of ongoing formation. However, there seems to be some notion of dependency of such teachers to specialists as the theoretical and methodological contributions indicate that mediation between school and university should fit the "academic" researcher. However, the concept of teacher-researcher could indicate progress in the dimension of thinking beyond the division between school teachers' research and academic researchers. There is the assumption that the practice engenders an epistemology, leaving us to unveil it. Therefore, the general objective is to understand how knowledge is developed by teachers researching their own teaching practice. It aims to investigate how teachers systematize their pedagogical work in relation to the physical education teaching practice within the schools. Thus, the specific objectives refer to: identify how teachers organize the teaching and research based on shared knowledge of an ongoing and collective development process; analyze how each teacher dialogues with what is discussed collectively in the group; elucidate whether and how the critical appropriation occurs in relation to knowledge produced and shared. The qualitative methodological procedures involve collaboration with a group of physical education teachers who reflect collectively on their teaching knowledge and professional practice in a kind of autonomous community of teachers. The techniques proposed to obtain these data are: observation, documentary source, semi-structured interviews, focus groups, and content analysis.