Trajetória docente em educação física: percursos formativos e profissionais

Abstract

O presente estudo teve como objetivo analisar a trajetória docente em Educação Física. Os percursos formativos e profissionais de quatro professores de Educação Física, com mais de 25 anos de intervenção profissional em escolas estaduais da cidade de Florianópolis foram investigados. Para analisar a trajetória docente foram utilizadas três fontes de coletas de informações: a) entrevistas semi-estruturadas com os professores de Educação Física; b) entrevistas semi-estruturadas com três colegas de trabalho; c) análise documental. A técnica da análise de conteúdo foi utilizada na análise das informações. Os resultados revelaram que os professores, ao mesmo tempo em que tiveram experiências positivas diversificadas durante suas formações iniciais, vivenciaram experiências negativas muito similares, destacando-se a distância entre suas experiências formativas e a realidade das escolas públicas. Como estratégia de continuidade do percurso formativo, os docentes realizaram cursos de pós-graduação em nível de especialização e de capacitação profissional. A entrada na carreira possibilitou sentimentos tanto de sobrevivência quanto de descoberta, sobressaindo-se o choque com a realidade. No decorrer de seus percursos profissionais, assumiram cargos comissionados e de confiança nas escolas em que atuavam. O desinvestimento amargo predomina no percurso profissional de apenas um professor, enquanto os demais demonstram aguardar a aposentadoria de forma mais serena. Como expectativas relacionadas à aposentadoria, pretendem desenvolver atividades profissionais diversificadas, não retornando à docência escolar.

Percepção de competência profissional de treinadores universitários brasileiros

“…The subsequent stage, the diversification phase, is generally characterized by motivation and enthusiasm of the subject towards his professional activity, a fact that may encourage the diversification of work possibilities. Finally, during the last years of the career (stabilization), the better the experiences in previous phases, the greater will be the perceptions of serenity, confidence and professional enthusiasm 12 . In fact, more experienced coaches tend to attribute their success to the thorough knowledge of the sport in which they work, since they feel to be able to plan, organize and to creatively integrate technical-tactical aspects in order to achieve the maximum performance of athletes 24 .…”

“…In fact, more experienced coaches tend to attribute their success to the thorough knowledge of the sport in which they work, since they feel to be able to plan, organize and to creatively integrate technical-tactical aspects in order to achieve the maximum performance of athletes 24 . However, it should be noted that professional development does not occur in a linear fashion, but is rather a construction of the "professional self" that evolves throughout the career and that is affected by experience, contexts and influences exerted on the coach along his professional career 12,25 . The present study was the first investigation conducted in Brazil that analyzed the perception of competence of college coaches and its relationship with the type of sports discipline and professional development cycles, in addition to identifying the main competences in sport coaching.…”

“…The criteria for the characterization of professional development cycles, based on the years of coaching experience, were adapted as follows: career entry (0-3 years), consolidation (4-6 years), diversification (7-19 years), and stabilization (20-35 years) 12 . Inferential analysis was performed by the chi-squared test using the IBM SPSS Statistics 20.0 package.…”

“…The essential competences for the education of sport coaches include those related to training and daily tasks of the coach, as well as planning, leadership and knowledge on the theory and methodology of sports training [8][9][10] . The career development of an elite coach is a complex, dynamic and nonlinear process that depends on contextual particularities 11 and that can be divided into cycles or phases 12 . The approach to professional development contributes to a better understanding of the evolution of professional competences throughout a coach's career and is affected by both personal experiences and organizational influences 12 .…”

“…The career development of an elite coach is a complex, dynamic and nonlinear process that depends on contextual particularities 11 and that can be divided into cycles or phases 12 . The approach to professional development contributes to a better understanding of the evolution of professional competences throughout a coach's career and is affected by both personal experiences and organizational influences 12 . In Brazil, studies on coaches' perception of competence are sparse and have been conducted on a regional basis.…”