Ginástica Artística no contexto extraclasse: um estudo sobre as trajetórias docentes

Abstract

Studies on the personal and professional trajectory and training of teachers/coaches are increasing. The sport Artistic Gymnastics is recognized for its scarcity in the school universe, even provided for in public policy as the National Common Curricular Base. In this sense, it is imperative to analyze the subjects who work in this field, especially in the extra-class context, since it is in this that Artistic Gymnastics in Pelotas, in the state of Rio Grande do Sul, stands out. Thus, the objective of this study is to analyze the personal and professional trajectories of Physical Education teachers/coaches who work in the extra-class context of Artistic Gymnastics in this city. The present study is qualitative and configured as a case study that focuses on teachers/coaches who work with Artistic Gymnastics in the extra-class context in Pelotas. Two instruments were used: 1) closed questionnaire, with 20 questions; 2) semistructured interview, with 23 questions. The data collection period was from October 1st to November 27th, 2020. The questionnaire sought personal information in order to profile the research subjects. The interview sought specific aspects of the trajectory and professional practice of these teachers/coaches related to Artistic Gymnastics: experiences, relationships with Artistic Gymnastics, knowledge, extracurricular activities, motivation, and working conditions. The collected data were systematized using qualitative analysis software, NVivo version 10, and analyzed using content analysis techniques proposed by Bardin. The results express the processes of anticipatory and professional socialization - from Dubar's point of view and how subjects relate to the extra-class context within schools, as an example of what factors motivate and demotivate them to work with Artistic Gymnastics and the influence of working conditions. The results evidenced that the speeches of these subjects reiterated the processes of anticipatory and professional socialization. As for the extra-class context, the excellent relationship between Artistic Gymnastics and the school was evident, for example, by students' high demand for the modality to practice in school. As for motivation, most subjects are motivated by children, and demotivating factors are linked to parents, some children, and working conditions. Most subjects say that working conditions are sufficient for good work at the school level. However, limiting at the competitive level, they perceive that conditions could be better and that some schools offer more support to the modality than others.