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Percepções sobre o estatuto socioprofissional dos professores de educação física em Portugal
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Advisor(s)
Abstract(s)
Apesar de algumas honrosas iniciativas, o ensino da Educação Física em Portugal tardou em generalizar-se e em ser devidamente valorizado por outras pessoas que não os que a ele estavam ligados. Na verdade, a disciplina de Educação Física e os seus professores foram claramente considerados com um estatuto “periférico” em relação às outras disciplinas e aos outros professores, durante quase todo o século XX. Em face das alterações dos últimos decénios, entendemos interessante estudar como os professores de Educação Física percepcionam o estatuto que lhes é reconhecido por professores de outros grupos disciplinares e também pelos seus alunos, funcionários da escola e a comunidade não escolar. Recorrendo a uma metodologia de cariz qualitativo, o estudo centrou-se num grupo de quinze professores com formações iniciais distintas na área disciplinar de Educação Física realizadas nas instituições mais marcantes de Portugal, que existiram desde a década da 40 até ao fim do século XX. Concluímos que existe alguma indefinição e falta de consenso, relativamente ao que os outros actores pensam sobre o estatuto dos professores de Educação Física. Enquanto uns professores, sobretudo os formados pelos ISEF´s, têm a percepção que os outros docentes e a comunidade não escolar não reconhecem o seu valor tratando-os como “os parentes pobres” do ensino e pertencentes a uma “segunda linha” de educadores, outros há que percepcionam a existência de um reconhecimento do seu valor e um tratamento idêntico. Mais consensuais parecem ser as percepções relativas ao entendimento dos alunos e dos funcionários, porquanto o nosso estudo tende a mostrar que os professores de Educação Física sentem que aqueles lhes atribuem um estatuto idêntico aos dos docentes de outras disciplinas.
Despite some worth mentioning initiatives, Physical Education teaching in Portugal was late unveiled and recognised by others than the ones directly involved in it. In fact, during most of the 20th century, both the subject and the teachers were clearly considered to have a peripheral statute, particularly when compared to their professional peers. Considering the changes of the last decades, we found pertinent to analyse how the Physical Education teachers perspective the statute that is attributed to them by teachers of other subjects, and also by their students, school staff and general community. For the purpose of this analysis, we used a qualitative methodology focusing our study in a group of fifteen teachers with varied degrees in Physical Education,and graduated by some of the most renowned colleges in Portugal since the 1940s until the end of the 20th century. We concluded that there is some indefinition regarding what the other teachers thought about the statute of Physical Education teachers. Some of the teachers, namely those graduated by colleges – ISEF (College for Physical Education)-, insight that their fellow teachers and general community do not recognise their true value and treat them as the “poor relatives” of education, therefore relegating them to a “second line” of educators. Nevertheless, there are those others who percept and recognise their value and treat them as equal. More consensual, however, seem to be their perceptions about the understanding that students and school staff have, for our study demonstrated that the Physical Education teachers feel that those ascribe them a statute identical to the teachers of other subjects.
Despite some worth mentioning initiatives, Physical Education teaching in Portugal was late unveiled and recognised by others than the ones directly involved in it. In fact, during most of the 20th century, both the subject and the teachers were clearly considered to have a peripheral statute, particularly when compared to their professional peers. Considering the changes of the last decades, we found pertinent to analyse how the Physical Education teachers perspective the statute that is attributed to them by teachers of other subjects, and also by their students, school staff and general community. For the purpose of this analysis, we used a qualitative methodology focusing our study in a group of fifteen teachers with varied degrees in Physical Education,and graduated by some of the most renowned colleges in Portugal since the 1940s until the end of the 20th century. We concluded that there is some indefinition regarding what the other teachers thought about the statute of Physical Education teachers. Some of the teachers, namely those graduated by colleges – ISEF (College for Physical Education)-, insight that their fellow teachers and general community do not recognise their true value and treat them as the “poor relatives” of education, therefore relegating them to a “second line” of educators. Nevertheless, there are those others who percept and recognise their value and treat them as equal. More consensual, however, seem to be their perceptions about the understanding that students and school staff have, for our study demonstrated that the Physical Education teachers feel that those ascribe them a statute identical to the teachers of other subjects.
Description
Keywords
Formação de professores Educação física Estatuto profissional Physical education Teachers Socio-professional statute
Citation
Ferreira, António G.; Moreira, J. António; Ferreira, Joaquim Armando - Percepções sobre o estatuto socioprofissional dos professores de educação física em Portugal. "Revista Portuguesa de Pedagogia" [Em linha]. ISSN 0870-418. A. 45, vol. extra-série (2011), p. 205-223
Publisher
Faculdade de Psicologia e Ciências da Educação, Universidade de Coimbra