A relação com o saber e o tempo pedagogicamente necessário: narrativas de experiência com a educação física escolar

Abstract

Narrating experiences from educational contexts have become a way to understand choices and dispositions in the contemporary world. The objective of this research is to discuss the relationship to knowledge from the narratives by two Brazilian women and their experiences from school physical education. The narrative inquiry as methodological strategy allowed the participants to explain their emotions, perceptions and questions related to their experience without describing the chronological time lived in the school linearly. Instead, results revealed one’s own-time lived in different realities, that imply both positive and negative readings towards the school physical education curriculum throughout life. We conclude that the narrative perspective provides clues to recognize each one’s relationship to knowledge. We consider that the experience narrated by the participants refers to the set of relationships to knowledge elaborated beyond the school curriculum but also within physical education. Keywords: Curriculum. Learning. Black women.