The teaching knowledges ‘amalgam’: Epistemological articulations in school Physical Education
Epistemology is the science that explains the origin of knowledge through the reflexive identification of theoretical concepts, paying attention to the way the teacher deals, incorporates, applies, produces and transforms professional knowledge. Thus, the study excelled at verifying the epistemology...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual de Roraima (UERR) |
| Repositorio: | Revista Ambiente (Boa Vista) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uerr.edu.br:article/1101 |
| Acceso en línea: | https://periodicos.uerr.edu.br/index.php/ambiente/article/view/1101 |
| Access Level: | acceso abierto |
| Palabra clave: | Saberes Docentes Epistemologia Pedagogia Educação Fìsica Teaching Knowledge Epistemology Pedagogy Physical Education Epistemología Pedagogía Educación Fisica |
| Sumario: | Epistemology is the science that explains the origin of knowledge through the reflexive identification of theoretical concepts, paying attention to the way the teacher deals, incorporates, applies, produces and transforms professional knowledge. Thus, the study excelled at verifying the epistemology of teaching practice by characterizing the pedagogical approaches, derived from the three great theories of knowledge: the innate, the empiricist and the interactionist, and reverberated in the discourse and, after, in the teaching action. Therefore, each participant granted an interview and authorized the observation of 18 classes, recorded in a Diary. In the light of the three epistemological theories and their derived pedagogical approaches, the study identified contradictions on the part of Physical Education teachers between discourse and practice, given the diversity and ambiguity of professional teaching knowledge and the need to meet immediate demands in the educational context. It is plausible to admit that teaching is a complex social practice, with the need to constantly problematize teaching actions, to check logic between the pedagogical intentionalities in the field of Physical Education and the epistemologies that support the practices and knowledge. |
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