Made available in DSpace on 2016-04-04T18:33:05Z (GMT). No. of bitstreams: 1 Nestor Bertini Junior.pdf: 475518 bytes, checksum: 3ac042dc2f3051ffa0a4dccd35dc8f70 (MD5) Previous issue date: 2012-02-17 / This research has as a central point of investigation how the changes occurred in the physical education area have been changing the teacher conception and his pedagogical practice. Historically, the enphasis on the body had been related to inferior and less valorized topics while intelectual subjects had been considered superior. With the Lei de Diretrizes e Bases da Educa??o Nacional , from 1996, people can see an educational advance for the physical education, which is now considered a curricular component, as the other subjects, it s not seen as an extracurricular subject anymore. Inside this new conception, the phisical education has been through important changes which have influenced the pedagogical practices and the way teachers see the area ant its practice. This is a qualitative research, with field investigation, interviewing four public physical education teachers who have different years of experience in the area. Dates were colected through interviews, evolving a great interaction among researcher and teachers. This procedure is based on some steps, recurrent interviews and transcriptions and the categorization of the dates after each of them. The subjects participate completing, changing and explaining information. The results allowed us to realize that the changes occurred in the physical education area, in the view of the interviewed teachers, can influence students in their initial formation, going through the workplace conditions and the way pedagogical practice is organized, as well as that they can influence the valorization of the subject and its teacher. / Esta pesquisa tem como quest?o central investigar de que maneira as mudan?as ocorridas na ?rea da educa??o f?sica v?m marcando a concep??o do professor e a sua pr?tica pedag?gica. Historicamente a ?nfase no corpo esteve relacionada a planos inferiores, menos valorizados. Por outro lado, o intelecto a planos, qualitativamente, superiores. Com a Lei de Diretrizes e Bases da Educa??o Nacional de 1996 observa-se um avan?o para a educa??o f?sica, que passa a ser considerada um componente curricular como os demais, deixando de ser uma atividade extracurricular. Diante deste cen?rio, destaca-se que a educa??o f?sica passou por importantes mudan?as, que marcaram as pr?ticas pedag?gicas, influenciando a forma como professores concebem a ?rea e sua pr?tica. Trata-se de uma pesquisa qualitativa, envolvendo uma investiga??o de campo, com quatro professores de educa??o f?sica do ensino p?blico com tempo de formado e de doc?ncia diferentes. Os dados foram coletados por meio de entrevistas recorrentes, envolvendo grande intera??o entre pesquisador e sujeitos. Este procedimento baseia-se em algumas etapas de entrevistas e transcri??es com a categoriza??o dos dados ap?s cada uma delas. Os sujeitos participam ativamente completando, alterando e esclarecendo informa??es. Os resultados possibilitaram identificar que as mudan?as ocorridas na ?rea da Educa??o f?sica, na vis?o dos docentes investigados, influenciam desde os aspectos relacionados ? forma??o inicial, passando pelas condi??es de trabalho na escola e pela forma de organizar a pr?tica pedag?gica, bem como influenciam na valoriza??o tanto da ?rea como do pr?prio docente.