As ecologias do ensinar e o bem-estar docente em educação física

Abstract

Assuming teacher well-being as a relational product, possible in everyday school life, despite the many unfavorable conditions and situations within its reach, this work problematized the investigation of how teacher well-being occurs in educational situations. Through the Pedagogy of Corporeality, the guiding question was defined as follows: what aspects of the “personal ecology of teaching”, within the context of guidance situations, contribute to promoting the well-being of the Physical Education teacher? We aimed to analyze the production of teacher well-being, in the “Situations of Teacher Orientation Movement”. The research participants were three Physical Education teachers of Elementary School I of the Municipal Public Network of João Pessoa-PB, with different working times in their teaching career. To obtain data in this qualitative research, we used the technique of direct observation and semi-structured interviews, using as instruments: observation script, field notebook and imagery records (photography and filming of classes). With the observation of 10 classes, for each teacher, therefore 30 class hours, observed and analyzed, we describe the existing ambience in the different situations of teaching movement, from the design of analytical semiotics, Scriptural method, constituted by the actional, semantic and hermeneutics of the Pedagogy of Embodiment: we categorize the educational situations of guidance existing in the Physical Education class; we verified the relationship between the educational situation of guidance and the production of teacher well-being/discomfort and we characterized the educational situations of guidance that favor Teacher Well-Being. The analyzes showed us that, in the exercise of teaching, the attitudes towards oneself, explicit in the communicative settings of sound, visuals and gestures created by the teacher, reflect, above all, the ambience of their class, which may or may not produce a favorable educational environment to student learning, and therefore to teacher well-being. Soon, we realized that, among the collaborating professors investigated, it was possible, through the constituents of the Personal Ecology of Teaching, to identify which were the generating factors of professor well-being.