A construção da identidade docente de estagiários de Educação Física no estágio curricular supervisionado: uma pesquisa bibliográfica

Abstract

This bibliographical study discusses the construction of the teacher identity of Physical Education (PE) intems in the supervised curricular intemship (ECS). The central question to be answered is how the scientific studies selected from the literature review of this research are problematizing and discussing the construction and reconstruction of the teaching identity of PE intems at ECS, as well as what the reasons are that lead researchers to investigate the thematic. ln an attempt to answer this central question, this dissertation aims to investigate the construction of the teaching identity of PE intems at ECS, based on a literature review. Specifically, it sought to (a) identify the motivating problems of the studies and the causes that led researchers to invest in their research; (b) know the concepts, methodologies and theoretical perspectives adopted in these studies; ( c) describe the elements evidenced in the literature as important in the process of constructing the trainees' teaching identity; ( d) present the methodological designs of the studies surveyed; (e) identify, categorize and critically discuss the results of these studies. The foundation of the study will rely on the theoretical contribution of authors who traditionally deal with the theme of identity, such as Anthony Giddens (1991); Antônio Ciampa (1987); Claude Dubar (2005; 2009); Erik Erikson (1972); Freud (1923); George Mead (1932); Jean-Claude Kaufmann (2005); Lacan (1949); Nóvoa (1991); Pepper (2012); Stuart Hall (2006); Tardif (2014); Zygmunt Bauman (2001). Methodologically, this is a qualitative, bibliographical, exploratory research, using systematic literature review and interpretive analysis as data collection techniques. The systematic review was based on the search for studies in Portuguese published until 2018, in the Web of Science, Theses and Dissertations Catalog, SCOPUS (Elsevier) and SPORTDiscus indexing bases. The list of literatures selected for interpretive analysis were 16 studies, with 03 theses, 06 dissertations and 07 articles: Malaco (2004), Silva (2009), Bezerra (2012), Souza (2012), Montenegro et al., (2014), Razeira et al., (2014), Cardoso; Batista; Graça (2016a), Pires (2016), Cardoso; Batista; Graça (2016b), Rocha (2017), Vanzuita; Raitz; Garanhani (2017), Pereira et al., (2018), Barros; Pacheco; Batista (2018), Plotegher (2018), Da Silva (2018) e Flores (2018). Among some results, we present the selection of studies with their respective problems, objectives, method and final considerations; developed discussions of concepts and some terminology of the teacher's identity(ies); the methodological and data collection instruments adopted in the surveys were presented; the panorama of the ECS as a motivator of the questions of the studies and the categories of biographical, relational and simultaneous dimensions on the set of problems of the studies; finally, tive theoretical perspectives and twelve elements for the construction of the teaching identity of PE intems at ECS were presented. Although publications on teacher identity within the scope of ECS in PE are still scarce, they were increased by the year 2018 in the Brazilian context.