Critical-reflective training within the scope of PIBID/Physical Education at a University in Southern Minas Gerais: notes on experience with American football.

Abstract

Physical Education presents, historically and pedagogically, an exponential centrality of its practice in the teaching of hegemonic sports, restricting the cultural diversity of this curricular component in schools. In this context, teacher training assumes a central role in questioning this legacy and proposing alternative and non-conventional practices. Given this, the present study analyzed the contributions of an extension course on American Football to the critical-reflective training of PIBID/Physical Education participants at a South-Minas University. Based on Donald Schön's (1992) concept of the reflective practitioner, the study relied on a qualitative approach, based on collaborative research. The course was held in four remote meetings and involved 10 undergraduate students and two program supervisors, while data were produced from recordings, written activities, and logbooks, and submitted to thematic analysis by Braun and Clarke (2006). The results evidenced the deconstruction of prejudices related to the sport, the expansion of the pedagogical repertoire, the strengthening of critical reflection, and the valorization of teaching practice. It is concluded that the experience contributed to the constitution of a critical-reflective teaching identity, highlighting the relevance of PIBID as a fundamental space-time for the initial and continuing education of teachers.