TEACHING-LEARNING PROCESS IN PHYSICAL EDUCATION: ANALYZING A CONTEXT OF LESSONS.

Abstract

The interaction of teachers with their students is bound to the theory of teaching employed by him. In that sense, this work is based on critical theory of education because it believes that the relationship between them should be dialogic, and that the teacher has to promote their situations so that students can reflect, uphold and express their understandings. This is a search for order through qualitative analysis of figures obtained by direct observation of the teacher's actions in the classroom of Physical Education. The objective of this estudy was to identify the theory of teaching and learning that guides the pedagogical actions of the teachers. We observed 02 teachers of Physical Education and 20 lessons in each, in a town system of education in the state of Paraná, with classes from the third and fourth series. For data collection, was drawn up an adapted form of observation study developed by Underwood (1978). There were 40 lessons with the following categories: a) teacher's initiatives - unilateral, reflexive and spontaneous; b) student's responses - negative, reflected, without argument; c) student's initiative negative anticipating, reflexive anticipation, anticipating without argument; d)teacher's responses - without consideration and receptive. Through data analysis, was characterized as the pedagogical actions of these teachers still have the predominance of the model of traditional teaching and learning. Therefore, little appears the act of critical reflection, both by the teacher as the students.