Learning of Teaching in the Professional Socialization in Physical Education

Abstract AIMS to investigate how the professional socialization happens through teacher education. METHODS a qualitative research, descriptive, was developed using exploratory interview and narrative interview to clarify and deepen the collected information. Two Physical Education teachers with different stories of personal and professional development participated in this study. Through content analysis the data was organized in themes: the cultural capital and the learning of teaching, as a social, spatial and temporal process; a cognitive, plural and heterogenic process and a human, moral and relational process. RESULTS life settings can be viewed as the building scaffoldings of a professional socialization with the aim of understanding teachers and their practices in the knowledge of their lives, as influenced by social interactions. In this process of successive socializations, teachers build their professional identity, valuing social interactions in the environments they inhabit. In this study, practice was viewed as a site for training, the production of knowledge, and professional socialization in the acquisition of cultural capital. The knowledge of teachers was conceived as having a social nature, bringing underlying sources of acquisition associated with the family, school, and university because they decisively contribute to the structure of the educational practice. CONCLUSION the professional socialization is a dynamic process which involves not only the learning, but the acquisition of a professional ethos and, mainly, a teacher's identity and a base of knowledge that support the social interaction and the teaching culture in the activities and individual socialization in the habitus perspective.(AU)

Da escola de ofício a profissão educação física: a constituição do habitus profissional de professor / School of craft the profession of physical education: the constituition of the professional teacher habitus

Este estudo trata da questão dos elementos que constituem o habitus profissional de professor, tendo na construção da identidade docente o ponto de partida. Como resultado concluiu-se que o habitus profissional é formado por uma gramática geradora de práticas, rotinas e esquemas que envolvem ações didáticas, hexis corporal e postura.

Study addresses the question of elements that constitute the habitus of professional teacher, and the construction of teacher identity the starting point. As a result it was concluded that the professional habitus consists of a grammar-generating practices, routines and schemes involving didactic actions, hexis body and posture.

A Capoeira como Escola de Ofício / The Capoeira as Ocupation School

Este estudo teve por objetivo aprofundar os conhecimentos acerca da origem da capoeira, bem como das escolas de ofício, buscando estruturar um trabalho na perspectiva histórico-bibliográfico que permitisse elucidar a sua relação com a escola de ofício, desde o seu início até os dias atuais. Trata-se deum estudo descritivo, tendo na fonte documental a sua coleta de dados. Entre os resultados obtidos observou-se que a capoeira não era considerada um ofício (ao contrário era proibida), mas um “sistema de subsistência”, sendo transmitida de geração a geração oralmente. Os rumos que a própria capoeira trilhou, e de certa forma traçou para si, a tornam uma escola de ofício, como na relação mestre-aprendiz que perdura até o momento. Podemos concluir que a capoeira como corporação e escola de ofício são realidades vividas devido a sua estruturação e funcionamento, presentes no mundo contemporâneo.

The purpose of this paper is to provide an in-depth look at the origins of the capoeira, as well as the occupation school, aiming to structure a work in the historic-bibliographic perspective which allows elucidating this relation with the occupation school, since this beging its origins until nowadays. It is a descriptive study, using the source documentary collection of data. Among the results it was observed that the capoeira it was not considered a ocupation (it was rather forbidden) but a “subsistence system”, being transmitted from one generation to the other orally. The paths that the capoeira has walked through and, under certain circumstance, has draw for itself, make it a occupation school, such as in the relationship master-apprentice which lasts until the present moment. We are able to conclude that the capoeira as corporation and occupation school are realities lived due to its structure and function, both present in the contemporary world.

Atletismo na escola / Athletics at school

Este trabalho tem como objetivo refletir sobre as possibilidades de ensino do atletismo no campo escolar. Com base em relato de experiência do Projeto do Núcleo de Ensino da UNESP – Rio Claro Atletismo se aprende na escola: aplicação na realidade escolar procuraremos demonstrar suas possibilidades de ensino na escola. Participou desse Projeto a E.M.E.I.E.F. Professor Victorino Machado cujos alunos realizaram uma visita à pista de atletismo da UNESP – Rio Claro; desfrutaram de uma exposição de imagens sobre atletismo olímpico e para-olímpico e de aulas de Educação Física relacionadas ao atletismo, baseadas em jogos pré-desportivos, imagens de vídeo e contato com materiais oficiais desta modalidade esportiva. Os desenhos produzidos pelos alunos, ao início e final das aulas de Educação Física, revelaram a importância do ensino do atletismo, apesar das dificuldades existentes, as quais devem ser superadas.

The aim of this study is to discuss the possibilities of teaching of athletics at school. Such possibilities will be demonstrated based on the report experience of the project from the Core Teaching of UNESP - Rio Claro: Athletics you learn at school: application in the reality school . One of the schools that participated in this project was the E.M.E.I.E.F. Professor Victorino Machado, whose students made a visitto the athletics track of UNESP – Rio Claro; saw an exhibition of images on Olympic and Para-Olympic athletics and had classes of physical education related to athletics. These classes were based on sports games, video images and contact with official materials of this sports. The draws produced by the studentsat the beginning and at the end of such classes showed the importance of the teaching athletics, despite of the difficulties, which must be overcome.