TRAINING STRATEGIES FOR PROFESSIONAL DEVELOPMENT: ANALYSIS OF A CONTINUING EDUCATION PROJECT FOR PHYSICAL EDUCATION TEACHERS

Abstract

This text discusses the professional development of Physical Education teachers, taking as its reference a Doctorate dissertation in Education that investigates how training strategies structure the professional development of Physical Education teachers who took part in a training project that was run in partnership between the Universidade Federal do Paraná (UFPR) and the Municipal Secretariat for Education (SME) of Curitiba. The methodological procedures involved document analysis and interviews with Physical Education teachers of the Municipal Education Network of Curitiba who took part in the project. The data were submitted to interpretative analysis, based on Charlot’s notion of the relationship to knowledge. This analysis showed that the training strategies promoted epistemic and identity relations with knowledge/learning, which were reflected in the teachers’ learning and professional development. The meaning given to the process of continuing education, and the situations experienced in it, through the training strategies, prompted in the teachers a desire to learn; and it is through learning that professional development occurs. In view of these observations and considerations in professional development, it was seen that the training strategies structured the professional development of the teachers, acting to mobilize knowing/learning.