Narrativas autobiográficas e a formação de professores e de professoras de educação física na educação infantil

Abstract

This dissertation investigates the role of autobiographical narratives in the training of Physical Education (PE) teachers in Early Childhood Education (ECE), focusing on the repercussions of formative experiences in the process of becoming a teacher in this area. It aims to investigate how formative narratives can contribute to understanding the repercussions of formative experiences in the trajectory and process of becoming a PE teacher in ECE in the city of Ituiutaba/MG. Using an autobiographical narrative methodology, the author revisits her professional trajectory, examining how life stories impact pedagogical practices and proposing an interactive website as an educational resource. Entitled “Narratives that transform”, the website brings together accounts of PE teachers in ECE in Ituiutaba/MG, promoting critical reflection and the improvement of pedagogical practices. The results indicate that autobiographical writing is a powerful tool for self-analysis and for the continuing education of teachers, allowing a deeper understanding of experiences and their implications for the pedagogical practice of PE in ECE. Critical reflection on educational trajectories can inspire educators to reframe their practices, connecting them to shared theories and experiences. The research reaffirms the need to strengthen PE in ECE, recognizing it as an indispensable field for the full development of children. Critical reflection on educational trajectories can inspire educators to reframe their practices, connecting them to shared theories and experiences. Thus, narrating and providing opportunities for sharing professional knowledge was seen as a collaborative act and a cause for collective growth, expanding the possibilities of PE in ECE and contributing to its appreciation in the educational context. This study does not end as an end point, but as an invitation to dialogue, reflection, and continuity in the educational journey. Therefore, it is hoped that the study can encourage other teachers to revisit their own trajectories, consolidating a more critical, meaningful and transformative Education.