Multidimensionalidades de saberes no entre-lugar da educação do corpo-professor de educação física e os diálogos com a interculturalidade

Abstract

In this research, we used the concepts that highlight the enunciation of cultural differences in the formal times-spaces of education outlined by society, crucial for the understanding of the subjective processes of human production. These characteristics are understood as an educational dimension that generates knowledge, since they are intertwined with the individualcollective learning strategies that mark each body. As a territory of education of the bodyteacher in the initial formation, this relationship was investigated specifically in the time-space of the supervised internship in the school, a scenario conceived in this research as a in-between place, location in which it was sought to understand how the student bodies attributed significations and meanings to the knowledge of the education of the Physical Education teacher and what tensions would be necessary for a humanizing formation. The work was guided theoretically and methodologically by the critical interculturality articulated to the participant research. This organization was taken as a reference to guide the experience collectively woven with the six bodies-student in initial training enrolled in the discipline of Supervised Internship IV (2019/2), of the degree course in Physical Education, of the Faculty of Physical Education, of the Federal University of Mato Grosso. The process of the investigation occurred on Tuesdays and Thursdays, from October 2019 to March 2020, at the State School Professor Antônio Cesário de Figueiredo Neto, in Cuiabá (MT). The contact relationships were established during Physical Education classes, experienced in the student bodies in formation with the bodies-students of the school, monitored by the body-teacherregent and the body-teacher-researcher (internship supervisor). The dialogue with the data considered the field diary and the bodies-students stage reports, which supported the reflections in the focus group. The analysis of the training in action was established with the Pedagogical Project of the undergraduate course in question, based on the categories of codification, which made it possible to reach the structuring categorization of the research “Multidimensionalities of knowledge in the in-between of Physical Education of the body-teacher”, that was subdivided into four subcategories: The bodies-students and their knowledge: experiences lived in Physical Education classes at school and perspectives for future performance; The bodies-students and their knowledge: experiences in initial training in Physical Education at FEF/UFMT”; The knowledge mobilized in the in-between of the education of the body-teacher of Physical Education and The meanings and significations attributed to knowledge in the education of the Physical Education body-teacher. In these subcategories, the data indicated and affirmed the existence of colonial binarisms in the experiences with sport at school, in the polarization of the epistemic basis of initial training in Physical Education, in the curriculum and in the disciplines of the course. The results expressed the continuous and dynamic character of the education of the body-teacher, based on the diversity of dimensions that educate the bodiesstudents to body-teachers in the in-between, agglutinated in a multidimensional field that articulates them in body knowledge. The research pointed out, as a decolonial path of initial formation in Physical Education, the articulation, in a spiral way, with the consciousness of oneself; the recognition of the differences of bodies in the in-between; critical interculturalitya and participant research, being an intentional theoretical-methodological axis, and alignment to humanizing and sensitive educational objectives. These mobilizing and significant elements of knowledge guide the education of the bodies-teacher in in-between in an intercultural perspective in Physical Education.