The study focus is to analyze the conception of the body of physical education teachers who work with Rhythmic Gymnastics (GR), identifying points of convergence and divergence between discourse and pedagogical practice.The subjects were four female teachers and a male teacher who develop their pedagogical practices in RG at school and in other places. As theoretical support, I have talked with the ideas of authors like Moreira (1995), Gaio (2007), Kunz (1994) among others who discuss about body, GR and pedagogical practice in physical education. The adopted methodology had involved a bibliography review to reinforce the theoretical reference, and a field research consisted of structured interview and observation. I have used Content Analysis: Technique of Preparation and Analysis of Meaning Units elaborated by Moreira, Simões e Porto (2005) to analyze and collect data. The observation was based on a descriptive research as it was suggested by Rampazzo, (2005). The results indicates that two, of the five teachers investigated, still realizes the body as a fragmented way and distant from the reality around, understanding it as an object used for techniques interventions, tactics, etc. Three others teachers are transiting between the conception of the body as a subject and also as an object, but the first ones presents only discreet traces. Although the convergences and divergences between the ideas of the body, all the five teachers presents, in their pedagogical practice, signs that they adopt a mechanistic view of body. It happens when the teaching staff not considers the students’ reality during the planning of work and sees them as an instrument of transfer and reproduction, not as subjects of teaching -learning process. In this sense, the communication during the pedagogical practice is effected through highest authority of teachers who determines and controls all movements that should be done in classes, putting limits on creativity, criticality and the development of students’ autonomy.
|
