Experiências sociais no processo de formação docente em Educação Física

Abstract

This paper looks into how the social experiences, more specifically social-corporal experiences, of the students of a Physical Education undergraduate course act as a filter in the educational process of these students guiding choices and defining interests, valuing some course contents rather than others, thus influencing the academic path of these students. The research concerning its theoretical methodological orientation took some ethnic-methodological elements that contributed to better understand the actions and interactions performed by the students based on their social experiences, inside or outside school. Different tools were used in fieldwork including anecdotes and recollections, group and individual interviews. Trough these tools it was possible to identify social experiences constructed prior to primary and secondary school as well as experiences outside school. From an analysis of the material four groups and specific paths were created and classified as: social-corporal experiences inside school, experiences outside school and experiences of other nature. Based on the curriculum theory, on teachers education, and above all, on the sociology of experience, data analyses made it evident that social experiences prior to the beginning of the course and even during the process seem to strongly determine the students actions during the course; both in relation to the choices and in the process of subject hierarchy according to the importance given to them as well as to the content of these subjects. The paths related to the social-corporal experiences of the students ended up being fundamental elements in the understanding of how the students experience the curriculum of the Physical Education undergraduate courses. The actions performed by the students in the primary and secondary school receive information from different logics that are intrinsically related to school experiences lived inside the logic of school works and that will influence them through the Physical Education course. The experiences that inform some of the students actions are multiple and heterogeneous, making it important to consider subjectivity and identity as central elements of these paths. So, in conclusion, there is a direct connection between the earlier experiences of the students and their choices, values and paths run throughout their educational process and that these experiences lead to significant changes in the targets set for the initial pedagogical process (or pedagogical proposal) of the course looked into.