The political challenge of school education: unfolding to think the Initial Formation in Physical Education

Abstract

The Initial Formation (IF) in Physical Education (PE) has been the focus of analysis in recent years, since it constitutes time and space for teachers' training responsible for developing the PE at school under the prism of a curricular component and no longer in the  "activity" perspective. Thinking about Physical School Education (PSE) under this new statute, means structuring the teaching action connected to school senses and responsibilities, which presupposes a retrospective evaluation of the training process developed. Therefore, in this study, the objective is to analyze the conceptions teachers that act in the IF at the level of degree in PE have about the school social responsibilities. So, a collaborative research was done, in qualitative perspective, in which twelve IF teachers in PE participated. The data were produced through notes in field diary and elaboration of teaching narratives. The results indicate that there is heterogeneity in the understanding of the social responsibilities of school, which were divided into four categories: quality knowledge; social responsability; needs and social demands; moral values. The impression we have is that the conceptions regarding the responsibilities of the school, in the context of the study, besides being heterogeneous, lack a theoretical basis systematized, revealing a fragmentary character. This portrays a certain "political orphanhood" among the professors of the IF, and since politics does not have a vacuum, the absence of a republican conscience leads to subjective propositions, which contribute to keep PSE in a condition of minority.