Entre saberes e experiências: trajetórias de profissionalidade dos professores e professoras de Educação Física da rede pública de Catu-BA

Abstract

The present work seeks, through qualitative research (Stake, 2011), to understand how the professional trajectories of public-school teachers in the city of Catu (Bahia) are formed. To this end, it intends to use teachers' narratives as a source of data obtained through interviews (Gil, 2008), whose analysis will be carried out using the procedures provided in Discursive Textual Analysis (Moraes, 2003). The general objective proposed in this investigation is to understand the professional trajectories of public-school Physical Education teachers of Catu, Bahia. The theoretical foundation is formed by concepts from authors such as Contreras (2002), Ambrosetti and Almeida (2009), and Roldão (2005) who discuss teaching professionality; Castellani Filho et al. (2009) and Bracht (1997) regarding the conception of Physical Education; Campos (2021) and Gatti (1996), who provide contributions on the construction of professional identity, as well as Imbernón (2009) and Tardif (2014) who contribute to the understanding of professional training. Each of these elements that make up the theoretical framework of this research, namely: training, identity, and professionality, are understood as foundational for comprehending the professional trajectories of these teachers, contributing to the reflection on the pedagogical work carried out with the Physical Education component in the mentioned municipality. The research findings show that the commitment expressed by each participant when describing their trajectories and performances reveal that the professionality of these teachers is primarily constituted by the movement they make within teaching by recognizing their social role and identity, by seeking training and transforming it into successful practices, and in the constant pedagogical effort that daily practice demands to inhabit the teaching profession.