Pressupostos do autoestudo sobre as complexidades do início da carreira docente de um professor-pesquisador de educação física escolar ; Assumptions of the self-study on the complexities of the beginning of the teaching career of a school physical education teacher-researcher

This dissertation is a self-study about the complexities of the beginning of my career as a teacher-researcher in physical education at school. The formative processes of construction of teaching knowledge take place throughout our lives. This knowledge is represented in our pedagogical practice through actions and is directly linked to the quality of our teaching and learning processes. In order to consolidate or (re)signify them, it is necessary to assume ourselves as researchers and reflect on our own pedagogical practice from the moment of admission to teaching. When we, beginning teachers, assume that we are researchers of our educational practice, mobilizing ourselves to transform it, also assuming the autonomous and emancipatory character of our actions and intentions. We place ourselves as susceptible to the changes we intend to make, thus demanding the collaboration of other subjects, as well as expanding access to the means necessary to ensure action-reflection-action in our work with peers and school management, in addition to demanding the effective contribution of public policies. However, not every physical education teacher performs the educational praxis and is open to the collaboration of professional colleagues or even students. Therefore, the objective of this self-study is to identify the complexities of the beginning of my teaching career as a teacher-researcher in physical education and to analyze the contributions of a critical friendship to deal with the complexities, to qualitatively improve the practice. To this end, this research was carried out in the context of basic education, in the teaching of the content "fights", in a class of the 2nd year of high school at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte – campus Natal Central. The investigation focuses on the analysis shared with a teacher – a critical friend – about my practice in the context of work. Methodologically, the research is based on assumptions and principles of “self-study of teaching ...