Continuing education for Physical Education teachers in Manaus/AM: problematizing the relationship between innovation and disinvestment in teaching

Melo, Phellipe Froes; Santos, Vitória Miranda dos; Sena, Ana Beatriz Silva; Eleuterio, Mark Asaph Reis; Barros, João Luiz da Costa; Oliveira, Victor José Machado de

doi:10.1590/1980-6248-2023-0026BR

Brasil

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ARTICLES • Pro-Posições 35 • 2024 • https://doi.org/10.1590/1980-6248-2023-0026EN linkcopy

Continuing education for Physical Education teachers in Manaus/AM: problematizing the relationship between innovation and disinvestment in teaching

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

We aimed to identify the innovative practices developed by physical education teachers and the barriers that produce pedagogical disinvestment. An action-research encompassing a continuing education program in Manaus/AM whose participants were students and teachers. Field diaries, textual productions, and evaluation reports composed the empirical material analyzed. The innovative practices materialized in the inclusion of subjects and inclusive and critical classes. Some barriers were the school culture, the devaluation of the subject, and the lack of time for planning. We advocate for training policies that focus on professional development and consider teachers as researchers of their practice.

Keywords
Teachers' continuing education; School physical education; Research-action

Meeting	Activities developed
1	Presentation of the training proposal, coordinators-teachers, in-training teachers, and teachers in the system. Dialogue about the teachers’ previous experiences in the system to plan their next steps.
2	Discussion of the text by Almeida (2017). Proposal to make teachers reflect on having identified themselves (or not) with the text. Corporal activity of experiencing (im)balance with rolling to reflect on the daily challenges of teachers’ lives. Teachers were challenged to write about what motivated them to study PE and continue in the profession until now, as well as present a practice developed in the school that they considered innovative.
3	Follow-up of text productions and the importance of writing and research in teachers’ work. Discussion of the text by Souza, Nascimento, and Fensterseifer (2018) mainly thinking about the elements that can lead teachers to innovation or pedagogical disinvestment.
4	Presentation of text productions and sharing experiences of practices considered innovative developed by teachers.
5	Discussion of the text by Sagredo and Almeida (2021), especially considering the example of an experience report that portrays innovation and teacher investment. Reflection on the importance of systematizing teachers’ work for good practice in PE.

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