Denise Grosso da Fonseca

MATIZES DA LINGUAGEM E RESSONÂNCIAS DA EDUCAÇÃO FÍSICA NO ENSINO MÉDIO

The inclusion of Physical Education in the Languages Area has generated several debates. From that perspective, this study aims to understand how high school Physical Education teachers and school supervisors carry out such integration. A study from a post-structuralist perspective was developed in public schools in Porto Alegre. This paper is organized in five sections, as follows: investigative direction; legal documents guiding the debate; reflection on language; analysis of teachers’ and supervisors’ positions; and final considerations. Interpretations indicate that teachers interviewed seem to have different perceptions on Physical Education’s role in the new curriculum. The idea of language as communication and expression prevails, challenging us to reflect on the possibilities of expanding the discussion in initial and continuing teacher training.

Saberes docentes do professor de educação física

This study aims to understand the teacher’s knowledge of Physical Education in a School of Soccer. This is a qualitative study was carried out through observation, interviews and field diaries. The theoretical framework addresses the subject of teaching knowledge and vocational training. The discussion was organized in two categories of analysis: the necessary knowledge and the construction of the knowledge. The identification of common knowledge to Initiation and Training, suggests that this transversality reinforce the importance of unique training under discussion in the CNE.