O impacto de experiências sensíveis-corporais na formação de professores(as) de educação física

Abstract

The body is one of the study elements of Physical Education. Sensitive-bodily experiences are considered in this work as experiences that promote the understanding of the body in a spectrum beyond the biological and see-feel the body in a sensitive way. Thus, the present study brings the theme of the impact of sensitive-bodily experiences in the initial training of Physical Education teachers as a justification for the need to address views on the body beyond the biological. The theoretical framework of this work is divided into three chapters that address, respectively, Western and philosophical views of the body, the body for Physical Education in Brazil and the importance of the sensitive body for the performance of Physical Education. Therefore, to reveal this theme, my general objective is to identify and analyze the impact of these experiences on initial training and as a specific objective to defend the importance of their existence within the Physical Education course. To this end, the study of this Course Completion Work is characterized by its qualitative nature and its phenomenological approach. The target audience for the research were students of the Degree in Physical Education at the Federal University of Ceará who entered from the 2019.1 semester onwards. The inclusion criterion was having studied the Philosophical Foundations of Physical Education at the Institute of Physical Education and Sports. The research was carried out through semi-structured interviews in audio format. Then followed the moments of phenomenological analysis of description, reduction and understanding. These moments led to idiographic and nomothetic analyzes that revealed the sensitive-corporeal experiences experienced, the views of the body before and after it, the impacts they had on initial training and the importance of these in initial training. These impacts appeared in the way students viewed their bodies and their role as a teacher. Therefore, I conclude that it is essential that there are sensitive body experiences in the initial training of Physical Education teachers that expand their views on the body so that they do not perpetuate mechanical and biological patterns of the body, breaking with these paradigms.