Conhecimento tácito no trabalho docente na educação física escolar: importância, sentidos e significados

• Ano de defesa: 2021
• Autor(a) principal: Jorge Adilson Gondim Pereira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Conhecimento tácito; Educação física escolar; Trabalho docente; Formação profissional; Trabalho prescrito e real; Educação física > Estudo e ensino; Professores de educação física > Formação; Professores de educação física > Prática de ensino; Professores de educação física > Trabalho; Teoria do conhecimento
• Link de acesso: http://hdl.handle.net/1843/36789

This research assumes that the teaching work of the teacher of Physical Education requires, besides the knowledge of academic education, other knowledge and strategies that are in adherence with the school environment. From this perspective, the teacher's tacit knowledge is used to bridge the gaps between planned or prescribed work and real work. Therefore, it is understood that the workspace plays an important role in the process of consolidation of vocational training. Based on this premise, this study seeks to analyze the importance of tacit knowledge in the teaching work of School Physical Education, having as a privileged locus for this investigation the life stories and work situations developed by the Physical Education teachers participating in this study. It is understood that it is possible to link to the repertoire of teaching strategies, pre-professional experiences and knowledge invested in the work activity, as one of the keys to unveiling the physical education teaching work exposing its real face.Based on these formulations, it is defended the thesis that the work activity and not only the task to be developed constitutes an essential reference to think new possibilities in relation to the teaching work in Physical Education. The main one is that only the explicit knowledge internalized during the initial formation is not enough to deal with the complexity of the teaching work in this field. Our objectives are to identify how tacit knowledge is produced and constituted in Physical Education classes; analyze the differences between prescribed and real work; to evaluate the “uses of the self-body” in the physical education teacher's teaching work and to relate the knowledge produced in the initial training to those produced during the supervised internship and the physical education teaching work. To this end, we analyzed the teaching work situations and interviewed two Physical Education teachers and an intern working in the Pedagogical Residence program, working in the municipalities of Caetité and Guanambi located in the territory of productive sertão identity at the state of Bahia. The first results point to the importance of tacit knowledge in Physical Education teaching work as a valuable support for a better insertion / action of this professional in this context. In addition, there has been a more marked presence of tacit knowledge to the detriment of explicit or theoretical knowledge as a pedagogical support for the definition of strategies and knowledge in Physical Education classes. Finally, it is being possible to percept that Physical Education teachers operate more by themselves than through others.