NARRATIVAS E SUBJETIVAÇÃO DOCENTE DOS PROFESSORES DINAMIZADORES DE EDUCAÇÃO FÍSICA NA EDUCAÇÃO INFANTIL

Abstract

This research aims to investigate the processes of subjectivation experienced by teachers that are dynamic in Physical Education in Early Childhood Education in Vitória-ES: the ways in which teaching subjects become subjects of their practice and the ways that lead them to a certain understanding of themselves as subjects of their trajectories. It outlines the following problematic field: how has the personal and professional trajectory of teachers who are dynamic in Physical Education in Early Childhood Education in Vitória-ES influenced and/or influenced their teaching over time? How do these teachers become teachers in their different modes of subjectivation? It has as intentions a) to commend moments of sensitive listening to the narratives of teachers dynamic physical education in performance in early childhood education of Vitória-ES, seeking to recall their personal and professional trajectories, through the processes of subjectivation involved; b) to cartograph which meanings/meanings attributed to these trajectories by teachers; c) to understand how the processes of subjectivation, which emerged in the narratives woven with teachers, enhanced/enhanced the teaching action over another decade of the performance of these professionals in the position of dynamic is of Physical Education in Early Childhood Education and, finally, d) to prepare an e-book as an educational product to be presented to ppgmpe/ufes, consisting of fragments of this dissertation. To this end, it produces theoretical weavers with the authors: Deleuze and Guattari (2015; 2018), addressing the concepts of difference and repetition, the rhizomatic processes of territorialization, deterritorialization, ruptures and discontinuities; Foucault (2019), making it possible to enter and better understand the processes of subjectivation that constitute teaching; Michel de Certeau (2014), in his vast narrative about the arts of making, telling, recreating, interpreting and reinterpreting stories told and lived; and Walter Kohan (2015), with the sensitive way to notice the school. He also dialogues with Nilda Alves (2001), Carlos Eduardo Ferraço (2007) and Carmen Lúcia Vidal Pérez (2009). It uses, as a methodological basis, the cartography coined by Gilles Deleuze and Félix Guattari, which aims to follow a process and not represent an object, observing clues that can help in the discovery. It has as a time frame, the years 2010 to 2020 and, period of going to the field, the years 2021 and 2022. It brings as a result that the personal and professional trajectories that the teachers plotted, in the exercise of teaching, formed a framework of lived experiences, of memories that were constituting them with the mark of the magnitude of the "encounter", of the power of affection, carrying the children's universes with meaning. Conclude that personal and professional trajectories go hand in hand in an inseparable process of affections that travel and cross them. He understands that we, teachers who are a dyes of Physical Education, are in the constant process of coming-to-be, we are always becoming and at all times a renewed version of us arises. It identifies that it is through the imbrications, impacts, ethical and political commitment, affections and affections generated in the virtue of philosophism that the world changes and evolves. Finally, it presents an e- book as an educational product composed of fragments of this study and hosted on the PPGMPE/Ufes website, in pdf format.