THE PRODUCTION OF KNOWLWDGE, PEDAGOGIAL PRACTICE AND CONTINUOUS TRAINING IN THE FIELD OF SCHOOL PHYSICAL EDUCATION

Abstract

This article is an excerpt from a master's dissertation, whose objective was to identify and analyze the production of knowledge about the challenges of the pedagogical practice of physical education teachers, which can constitute subsidies for continuing education processes. The methodological perspective is bibliographical, carried out from the systematic search in the Database of Dissertations and Theses of the Coordination for the Improvement of Higher Education Personnel (CAPES) and in the Brazilian Digital Library of Theses and Dissertations (BDTD), using the descriptors, "pedagogical practice" and "continuing training" and "physical education" and considering the time span between 2013 and 2017, contemplating the survey closest to the beginning of the training path and the research carried out during the master's program between the years 2018 and 2020. For analysis and understanding about the production of knowledge we use thematic analysis. The researches that made up the scope of the analysis indicate the existence of a broad investigative field based on daily school life and the continuing education of physical education teachers, intersecting links with the need to rethink and revisit these processes. We infer that the production of knowledge about the pedagogical practice of physical education teachers presents itself as a fertile ground to be explored, and it is necessary to expand in greater depth the interfaces that are presented in this context. Thus, it is conceivable that research on the production of knowledge in the field of physical education has not contemplated and enhanced the continuing education processes based on the pedagogical practice of physical education teachers.