A relação com o saber em uma perspectiva (auto)biográfica na educação física escolar

Abstract

The (auto)biographical narratives make it possible to understand choices and dispositions. In this article, we analyze learning expe-riences within school physical education associated with reflective processes by two students during a practicum. To discuss evidence of the relationship to knowledge from the narratives elaborated in the practicums and to identify recurrent themes, situated with reflections and experiences in different contexts. The research was developed in an exploratory way during the discipline “Practicum I – observation of the reality” in the physical education teaching certification course at the Federal University of Ceará, from a perspective based on (auto)biographical narratives by the participants. The narrative was chosen as method because it allows the students to explain their emotions, perceptions, and questions - related to experience - to confront the lived world. The narrated experience does not describe the chrono-logical time of the practicum in schools in a linear way, but reveals the time itself lived in different realities. It implies re-reading about the curriculum and recognizes the relationship to knowledge of each one. The students’ choices and trajectories are unique, specific to each teacher in initial and permanent formation, as well as their in-tentionality when acting in the world