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This study examined the impact of early childhood in physical education (ECPE) practicum experiences on pre-service teachers' (PSTs) perceptions on the development of the knowledge base. Specifically, this study focused on how PSTs bridged the gap between knowledge learned during campus classes and practicum experiences in an early childhood (EC) public school. Eighteen PSTs participated in practicum experiences embedded in two ECPE courses from a physical education teacher education program in Brazil. Data collection included focus group interviews. Data analysis was conducted through thematic categorical content analysis using a hermeneutic perspective to code the internal structure of the theme and their relationships. Participants initiated their practicum experiences based on academic knowledge in ECPE. Nonetheless, the findings suggest that new knowledge was generated through multiple and repeated practical lessons within their own singularities. These contextual singularities allowed PSTs to re-elaborate their knowledge and produce new ways to respond to different teaching situations. Participants acknowledged the importance of knowledge of students, the benefits of implementing different teaching styles and the need of improving common content knowledge in ECPE. The findings of this study indicate that the partnership between university and school was an effective way to bridge the gap between theory and practice. This partnership provided identification and application of teachers' knowledge base. [ABSTRACT FROM AUTHOR]

Although the teaching of African-Brazilian and Indigenous history and culture is mandatory in primary and secondary schools, there has been a lack of proper contextualizing in PETE programs [Corsino, L. N., & Conceição, W. L. (Eds.). (2016). Educação física escolar e relações étnico-raciais: Subsídios para a implementação das leis 10.639-03 e 11.645-08 [School physical education and ethnic-racial relations: Subsidies for the implementation of laws 10.639-03 and 11.645-08]. CRV, v. 11]. There is also a need to study how the recognition of African-Brazilian and Indigenous ethnic-racial issues in primary and secondary physical education is mandated by the law. The purpose of this research – framed as a pilot study – is to address the invisibility of African-Brazilian and Indigenous history and culture in schools. The objective is to analyze both the teachers' knowledge and the law application in physical education classes concerning African and Indigenous games and activities. We have addressed the invisibility of Black and Indigenous people in Brazil, connections to the African diasporas and Indigenous cultures, ethnic-racial inequalities in physical education, and the African-Brazilian and Indigenous complexities as challenges for PETE. The research method is qualitatively oriented and descriptive. Data was generated from an online questionnaire responded to by physical education teachers who work in primary schools. Findings suggest that there is a lack of discussion on ethnic-racial issues in PETE or in permanent teacher education programs. Despite the law, there is a discrepancy in its application in Brazilian education. Physical education opens space to reflect upon the African-Brazilian and Indigenous cultures in the schools. Even teachers who do not teach ethnic-racial issues at their schools affirm the importance to teach. In conclusion, it is necessary to decolonize the curriculum, emphasizing the ethnic-racial complexity in PETE. Transform pedagogies and prompt the construction of new paths for social justice practices do require a more culturally diverse physical education curriculum. [ABSTRACT FROM AUTHOR]

Pedagogical studies – related to teaching didactics and methodologies – are fundamental in the globalized world, especially in the complex field of comparative education (Morin, 1999. Os sete saberes necessários à educação do futuro. Cortez). Exchanges of knowledge from applied educational practices, coupled with their underlying foundations, can produce resonances for the broad understanding and improvement of educational actions. We reaffirm the validity of sharing formative experiences at different levels of analysis for the development of physical education teacher education (PETE), in association with symbols and social values related to the nature of teaching work with the images and deep psychological processes. From the complexity in the articulation of different epistemological bases, the grounded Freirean perspective contributes to understanding the subjective aspects of teaching in PETE [ABSTRACT FROM AUTHOR]

This study examines initial teacher education through the experiences of experienced physical education teachers. The participants were 12 PE teachers working in primary education (grades 1–9 in Brazil) in the municipal public school systems of Santo André, São Bernardo do Campo, and Diadema, cities located in the São Paulo region known as the 'Greater ABC' or 'ABC paulista'. The participating teachers had also graduated from higher education institutions located in this region. This broad area was selected due to its diversity of institutions offering initial teacher education in physical education. The aim was to understand teacher's perceptions about both public school and teaching during their initial teacher education programs in physical education. Data were gathered through focus group interviews and analyszed to understand how the curricula of different institutions in the same region conceptualized public schools and the teaching of physical education in their initial teacher degree programs. Although teacher education and acting in the classroom cover the same territory, teachers identify a large gap between knowledge prioritized in teacher education programs and that required in everyday school life. Attention is drawn to the lack of themes relevant to working in contemporary schools and report the privileged status given to knowledge those teachers understand as being secondary or even unnecessary in pedagogical practices. Final considerations aimed at bringing about a shift in discussing alternatives for changing and reinterpreting the curriculum of physical education teacher education, thus establishing meanings that meet perspectives in line with everyday school life, its needs, and its reality. [ABSTRACT FROM AUTHOR]