"Eu nem sabia que a bola era redonda!": um estudo sobre o exercício precoce da docência entre alunos de um cursode licenciatura em Educação Física do interior de Minas Gerais/Brasil

Abstract

This thesis has as subject the precocious exercise of the teaching profession of pupils who had initiated the teaching of disciplines Physical Education, as soon as they had entered the course of graduation in Physical Education - licentiate. The objective of the thesis was to investigate the relations that the pupil-professors establish with the knowledge of the course, considering the experience and the necessities that the teaching in the area offers to them and them demand. To theside of this, one also searched to trace a picture of the situation of the course of Physical Education and the teaching profession in the Basic Education in this area. For this, it was made a documentary study and a research of field with six pupils of a Course of graduation in Physical Education - licentiate of a located Institution of Superior Education in a city of the interior of the State of Minas Gerais. Half-structuralized interviews had been carried through, that had been analyzed from the theoretical contributions of the work of François Dubet in the field of the sociology of the experience, and the work of Bernard Chariot on the relations with knowing. One concluded that the number of graduate of the courses of Physical Education is enough to cover the demand of professors qualified in this area. However, still it has a great number unqualified professors teaching this discipline, what it evidences that the professionals who finishs of this course prefer to work in other activities. The analyses of the interviews had allowed to conclude that in the relations that the citizens establish with knowing them, as much in theinterior of the graduation in Physical Education - licentiate, as in the exercise of the teaching profession, they predominate, with bigger visibility, the logic of the integration and the logic of the strategy. It was observed, still, that it has a great joint between these two logics, while the logic of the subjetivation only can be identified in few situations. The actions of the citizens in the course are of utilitarian character and its bigger interest is for knowing them incorporated in those activities that could be used in its lessons in the school. Most of these professors did not present a satisfactory academic performance, even so affirmsthat the course has greater meant for who already teachs. One also observed that the pupil-professors submit themself to the routines and the determination of the schools, exactly when these are not coherent with the proposals of the formation course. It can be said that the teaching experience, if well was explored during the course, if it would constitute in important element in the process of professional formation. However, the pressing necessities of daily making of these citizensmake with that they keep a superficial and immediate relation with knowing them of the course, without exploration of the epistemological dimension of these to know. Also it seems to have, on the part of the Investigated pupils, most of the time, more appropriation of knowing of the course of what one real integration to them, what it would demand the debate, critical and the ressignification of these to know. Finally, one gives credit that, of all form, the Immersion in the work field makes possible to the pupils the learnings of different natures, that are Importantfor the process of professional formation.