Experience, training and teaching enactment: representations of gymnastics throughout the life of school Physical Education teachers
DOI:
https://doi.org/10.5212/PraxEduc.v.19.22847.019Abstract
The objective of this study was to map the representations of gymnastics among School Physical Education teachers throughout their lives, based on narratives about their experiences with this knowledge. Interviews were conducted with Physical Education teachers who work in the Municipal Education Network of Florianópolis, Santa Catarina, Brazil. The results reveal that the study participants had few experiences with gymnastics during childhood. As they pursued their academic career, they encountered limitations in gaining a broader understanding of the gymnastics universe. Consequently, it was observed that professional practices reflect gaps in dealing with gymnastics content. It is concluded that gymnastics was represented in various ways and in different contexts for teachers, but the lack of meaningful experiences has impacted professional practice and contributed to a cycle of ignorance about gymnastics.
Keywords: Gymnastics. Professional knowledge. Pedagogical practice.
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