Histórias narradas, cotidianos vividos: modos e viver e narrar o início da docência em educação física

Abstract

This article is the result of research which central theme is linked to the narratives written by beginner teachers who graduated from a physical education degree course andwho teach in Basic Education schools. The research sought to highlight the main challenges and dilemmas faced by those teachers in their daily lives. For this, we dialogue with the understanding of the narrative presented by Benjamin (1994). Regarding studies on the processes of insertion and professional socialization of teachers, we take as a reference the contributions of Hubermam (1992), Tardif, (2002) and Gariglio (2016). The methodological approach chosen was the formative research(JOSSO, 2004). In this sense, we presented to the participants the proposal for the elaboration of autobiographical texts through four meetings whichwere inspired by the proposals of the Biographical Workshops (DELORYMOMBERGER, 2006). The analysis of the narratives indicates a singular process of professional insertion related to the specificity of physical education as a curricular component, above all, in relation to the need to produce coping strategies to a set of representations built in the school culture that reinforce the notion of this discipline as a “second class”.