The three contents dimensions in the pedagogical practice of a physical education teacher with master degree: a case study

Abstract

Physical Education School advances in the decade of 1980 were clear; several proposals had contributed for the traditional model of education overcoming. In spite of this, professor’s pedagogical practice remains, in the majority of times, liked to the sport and entertaining model. With intention to offer to the referred professors, who glimpse new possibilities to Physical Education school, this study’s objective was to observe, register, describe, analyze and interpret the difficulties and alternatives found for a teacher with master degree in the implementation of proposals based on the three contents dimensions. The used methodology was of qualitative nature, having as main approach the case study. The results had pointed that the difficulties pass by the resistance to new contents and by planning and implementation of attitudinal contents dimension. The alternatives glimpsed in the study were the following: teacher’s commitment and the sharing of responsibilities, and inter-relations between procedural dimension and conceptual dimension of the contents. It is concluded that the pedagogical practice of teaching evaluated advances in direction contrary to traditional models, corroborating the importance of the quality of the initial and continuous formation.