Between rolls, jumps, bridges, and spins: the relationship to knowledge in narratives about Gymnastics classes in the early grades of Elementary Education
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26517.070Abstract
This article aimed to understand how two first-grade classes of Elementary School and the Physical Education teacher-researcher related to Gymnastics. This qualitative study adopted a (self-)biographical approach, drawing on the concept of the relationship to knowledge and on critical partnership among the authors. The sources comprised a Teaching Case, examined through a comprehensive-interpretive approach, and three drawings produced by the children, discussed through still-image analysis. The findings showed that tensions within these relationships enabled the production of new meanings concerning performances related to teaching, group dynamics, gender, and competitiveness. Finally, the classes fostered new affective experiences through welcoming strategies, dialogic problematization, the learning of techniques, mutual encouragement among participants, and drawings as a form of documentation. This collaborative formative process appeared to shift previous meanings associated with Gymnastics and performance, fostering the construction of a collective identity that, within an engaged temporality, gave rise to new meanings.
Keywords: Physical Education. Teaching Cases. Relationship to knowledge.
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