Resumo

SILVA, Camila Rubira  e  BERSCH, Ângela Adriane Schmidt. Psicomotricidade Relacional: contributos na Formação de Professores(as) de Educação Física. Educ. fís. cienc. [online]. 2022, vol.24, n.1, e209. ISSN 2314-2561.  http://dx.doi.org/https://doi.org/10.24215/23142561e209.

In this paper we investigate the experiences lived by the first author in a pedagogical action of the Relational Psychomotricity discipline, offered for a Physical Education Degree course at a Federal University in the extreme South of Brazil, in order to understand the implications of these experiences in their teacher formation. To do this, we analyzed the narrative notes written in a field journal during the referred discipline, with support of the Narrative Investigation methodology and theoretical contribution from Lapierre (1997). In the analysis, three categories emerged: Fear and insecurity – planning and applying a Relational Psychomotricity action; Desire and care – in promoting pedagogy centered on the student and in the choice of materials that arouse attention and interaction among the participants; Interest and satisfaction – for experimenting and promoting different experiences of pedagogical approaches for the Physical Education teacher, as well as reflecting on their own training experiences. We conclude that, when experiencing Relational Psychomotricity sessions, the teacher will be able to build knowledge that allows him/her to promote a teaching of Physical Education based on listening, dialogue, creativity and the quality of social relationships that will be established between the subjects

Palavras-chave : Teacher Formation; School Physical Education; Relational Psychomotricity.

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