The training of Physical Education teachers presents challenges, especially when it
comes to the prevention of childhood obesity, because when one thinks about obesity,
the biological aspect of this problem is primarily brought to mind. In an approach that
goes beyond this aspect, this research brings to the discussion Viktor Frankl's theory,
which considers the human being formed by three dimensions: biological/somatic;
psychological/animistic, and noetic/spiritual. Such dimensions were the basis for
proposing a training course, based on the following research problem: experiences that
can be experienced by Physical Education teachers in a training course on childhood
obesity prevention, in the light of the franklian theory? It was established as a general
objective: to investigate the experiences of Physical Education teachers in a course of
prevention of childhood obesity, in the light of the Franklian theory and, as specific
objectives: 1) to articulate the concepts of continued formation of Physical Education
teachers, theory of Viktor Frankl and childhood obesity; 2) design, for implementation and
evaluation, a continuing education course for Physical Education teachers in preventing
childhood obesity, in the light of Viktor Frankl's theory; 3) explain the experiences
experienced by Physical Education teachers participating in the training course, and 4)
systematize the training course implemented, an educational product of the research, in
accordance with CAPES requirements for professional master's degrees in teaching. The
participants of the research, carried out in the distance modality, were 14 Physical
Education teachers from the State Secretariat of Education and Sports of Amazonas
(SEDUC-AM). A qualitative research was carried out in which the method used for data
production was action research (TRIPP, 2005), in four phases: 1) diagnosis; 2) planning;
3) implementation, and 4) evaluation, using participant observation and conversation as
techniques and instruments, respectively; field journal; monitoring of classes via Google
Meet, and production of participants (preparation of lesson plans). To analyze the
constructed data, Creswell (2014) was used to organize the analysis in three moments,
namely: data organization; data coding, and data interpretation. The research results
make it possible to explain the following experiences experienced by Physical Education
teachers in the training course for preventing childhood obesity, in the light of the
Franklian theory: 1) recognition of the importance of human three-dimensionality to
overcome challenges facing the prevention of childhood obesity; 2) understanding of the
importance of human three-dimensionality being related to the proposals of the BNCC for
the prevention of childhood obesity and for the creation of new paths; 3) Perception of
human three-dimensionality as a factor inherent to the human being, possible to be used
in other circumstances.
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