Made available in DSpace on 2014-12-17T14:44:19Z (GMT). No. of bitstreams: 1 JoaoMC_DISSERT.pdf: 6316389 bytes, checksum: c797fea11c59c7b8ac0989e09e916aff (MD5) Previous issue date: 2014-02-24 / This dissertation is the result of concerns with the theoretical-methodological and pedagogical learning processes occurred in the practice of physical education in school, which accompany me since the initial training, when I experienced learning in a piecemeal fashion, focused on technicality and sportivization. In order to better qualify the pedagogical interventions of physical education in school, I have always been worried on applying what I received at the University, but the routine of classes was always demanding others doings. In this sense, there were many moments of epistemological ruptures occurred in my training, in which I always sought new investment in training to account for the provision of a more humanistic and grounded in real educational precepts physical education. To that end I had to reflect on the pedagogical interventions throughout my training, in order not to carry out the activities as heavy doings, but as metamorphoses of knowledge and thus generating learning for students. Thus, this dissertation fits into this context with the overall goal of discussing my professional career, considering the epistemological ruptures of Physical Education, occurred in my training and expertise. The objective is also to identify the contributions of these formations in professional activities, centered on storytelling and reflection of significant experiences in the teaching of sports and Physical Education. We highlight the paradigm shifts, leaving the gymnastic methods, through dance-physical education method, psychomotor, reaching the contemporary critical theories experienced from the culture of movement as well as its implications for professional practice. We chose a qualitative research, using the autobiographical method, using as sources or techniques, narratives, photographic recording and video samples. In the studies within the area of education, for the most part, qualitative research came to oppose the positivist view of the quantification on analysis of social phenomena. New ideas were appearing in order to present innovative perspectives to understand the real. The survey data will be presented in narrated form (descriptive), analyzed based on the theoretical framework that guides the study, especially authors who discuss school physical education, vocational training and body conception. We believe our study may be of relevance for training in Physical Education that as from pedagogical reflections in certain historical realities, envisions being able to open new perspectives for the performance of other physical education teachers / Esta disserta??o ? fruto de inquieta??es com os processos te?rico-metodol?gicos e aprendizagem ocorridos na pr?tica pedag?gica da Educa??o F?sica na escola, os quais me acompanham desde a forma??o inicial, momento em que vivenciei uma aprendizagem de forma fragmentada, voltada ao tecnicismo e a esportiviza??o. No intuito de melhor qualificar as interven??es pedag?gicas da Educa??o F?sica na escola, estive sempre preocupado em aplicar o que recebia na Universidade, mas o cotidiano das aulas estava sempre a exigir outros fazeres. Nesse sentido, muitos foram os momentos de rupturas epistemol?gicas ocorridas na minha forma??o, nas quais sempre busquei novos investimentos na forma??o continuada para dar conta da oferta de uma educa??o f?sica mais humanista e pautada em verdadeiros preceitos educacionais. Nesse intuito, tive que refletir sobre as interven??es pedag?gicas ao longo da minha forma??o, no sentido de n?o realizar as atividades como ac?mulo de fazeres, mas como metamorfoses de saberes e, portanto, geradoras de aprendizagens para os alunos. Dessa forma, esta disserta??o inserese nesse contexto com o objetivo geral de discutir a minha trajet?ria profissional, considerando-se as rupturas epistemol?gicas ocorridas na Educa??o F?sica, bem como na minha forma??o e atua??o. Objetiva-se ainda identificar as contribui??es destas forma??es na atua??o profissional, centradas na narra??o e reflex?o de experi?ncias significativas no ensino do esporte e da Educa??o F?sica escolar. Ressaltam-se as mudan?as de paradigmas, saindo dos m?todos gin?sticos, passando pelo m?todo dan?a-educa??o f?sica, psicomotricidade, chegando ?s teorias cr?ticas contempor?neas vivenciadas a partir da cultura de movimento, bem como suas implica??es para a atua??o profissional. Optamos por uma pesquisa qualitativa, utilizando o m?todo autobiogr?fico, tendo como t?cnicas ou fontes as narrativas pessoais, o registro fotogr?fico e v?deos. Nos estudos, dentro da ?rea da Educa??o, na maioria das vezes, as pesquisas qualitativas vieram se contrapor ? vis?o positivista da quantifica??o nas an?lises dos fen?menos sociais. Novas ideias foram aparecendo no sentido de apresentar perspectivas inovadoras para se entender o real. Os dados da pesquisa s?o apresentados de forma narrada (descritiva), analisados com base no referencial te?rico que orienta o estudo, em especial autores que discutem a Educa??o F?sica escolar, a forma??o profissional e a concep??o de corpo. Acreditamos que minha pesquisa poder? ser de relev?ncia para a forma??o em Educa??o F?sica, pois a partir de reflex?es pedag?gicas, em determinadas realidades hist?ricas, vislumbra-se ser poss?vel abrir novos olhares para a atua??o de o