Memórias de professores de educação física e esporte

Abstract

This thesis has the memories and trajectories narrated by female professors of Physical Education (PE) of IFRN as its object of study. It was initiated by a problematization of women’s participation in sports, having IFRN as its locus. This study’s main goal was to analyze participation and performance of female physical educations teachers based on their testimonies, thus identifying what aspects that influenced their sports practice in IFRN. Therefore, this research conceives women as protagonists in educational principles, formation and work at IFRN. This study’s chosen methodological path was circumscribed in the historiographical and memorial field and was based on Certeau (2022); Halbwachs (1990) and Ricoeur (2007). These references were combined with an approach to documental and iconographic sources, as well as interviews that compiled an oral history methodology, supported by the technique of oral interviews, which had the trajectory and professional exercise of women PE teachers as their theme. The inclusion criterion included the former attendance as students who graduated from one of the institutions (ETFRN and CEFET-RN) and are now female professors at IFRN. Taking these aspects into account, this study points that the presence of women teachers in PE and sports had a significant growth, quantitatively speaking, which happened from the end of the decade of 1970 up until the first decades of the 21st century. This framework reinforces that women in PE and sports are protagonists of educational principles, formation and work at IFRN. Finally, there were memories brought by the participants when they were shown a specific presentation to each one of them, which showed moments of their professional trajectory, based on reports from students, images captured on social media etc. These presentations served as reminders of their roles as protagonists and active participants, since their professional practice is part of a process that collaborates with IFRN’s educational principle, supported by the laws and culture of this institution, which exists within a patriarchal and sexist society