Professores de educação física na educação infantil: trajetórias de formação (Dourados/MS, 2005-2018)

Abstract

Since the Law guidelines and bases of national education (LDB) of 1996 the Early Childhood Education became the first stage of the Basic Education. In this same document, the Physical Education passed to be considered an obligatory curricular component in all stages of the Basic Education integrating itself to the pedagogical proposal of each stage. Despite existing this indication in the LDB, the insertion of the Physical Education in Early Childhood Education is not yet a reality in all the Brazilian municipalities. On the contrary, several obstacles that stand up against the effectuation of this approximation, amongst them: the initial training of Physical Education Teachers. Starting from that point, the research has sought to elucidate the initial training of Physical Education Teachers who work in Early Childhood Education. The empirical locus was the municipality of Dourados/MS, where the Physical Education passed to be obligatory in Early Childhood Education in the year 2005. The research subjects, called here collaborator teachers, were three men teachers graduated in Physical Education and who are working as effective teachers in the municipal school system from Dourados/MS, in Early Childhood Education, in Centres of Municipal Childhood Education (CEIMs in Portuguese). To achieve the objectives listed in the research, it was utilized as a methodological resource the Thematic Oral History, whose interviews were recorded in audio, transcripted and textualized following the methodological procedures from that study field. The analyzes about teachers training are grounded in authors like Nóvoa and Tardif and in the theoretical reference of Norbert Elias. As one of the interview results we have an short biography of the teachers, from which was possible to analyze themes like: the relationship of Physical Education at school and the influences of that experiences in the choice of profession, initial formation in Physical Education, Early Childhood Education as an acting option, the challenges to the Physical Education in Early childhood Education, the impacts of the initial formation on the teaching practice, and the relationship of the men teachers with Early Childhood Education. According to the teachers, the initial training has not prepared them to work in Early childhood Education, however, the necessity of a job to provide them financially has obligated them to work in that stage of the Basic Education. There, the challenges go beyond of the deficitary formation. And include an exhausting routine fed by an organization that obligates them to pass by several institutions during the week to compose their workload, what, in turn, difficulties the realization of an integrated work to the pedagogical proposals of these institutions, hurting the fundamental principles of Early Childhood Education. The Physical Education practice seems to suggest, to other professionals that compose the CEIMs, being something of lower value, a pastime, the play time. Besides, men teachers have to deal with an environment occupied mostly by women, and consequently with the social representations about the work with children that put them many time under vigilance. When analyzing the men teachers report, it was able to realize that although the initial training cannot send them to the CEIMs to act, being there represents a great opportunity of learning and moving forward on the construction of their identities as Physical Education Teachers and of the Early Childhood Education. It is also clear here, that the training courses need to provide to the teachers in continued training contacts more effective with the children and with the reality of their education.