Educação física e docência no ensino superior: relato de experiência de um professor substituto na formação inicial: relato de experiência de um professor substituto na formação inicial

Abstract

The purpose of this text is to reflect on experiences with pedagogical practices developed in higher education within a Bachelor’s degree program in Physical Education by a faculty member serving as a substitute professor. The proposals described were developed during the second semester of 2024. These reflections are grounded in studies of Curriculum Theory (Pacheco, 2001), Pedagogy and Critical Didactics (Pimenta, 2023), Teaching in Higher Education, and University Pedagogy (Cunha, 1989; 2006; Melo, 2018; Pimenta; Anastasiou, 2010), as well as authors in the fields of Education and Physical Education who ground their work in the field of teacher education from a critical perspective. Methodologically, this experience report employs a qualitative approach (Flick, 2013) with the aim of studying everyday life itself, in order to understand and interpret the meanings and significance attributed to the processes experienced and constructed both inside and outside the classroom. To this end, we draw on (auto)biographical research theory, with a focus on self-writing (Souza, Meireles, 2018; Passeggi, Souza, & Vicentini, 2011). By way of conclusions, we observe that debates from this perspective offer opportunities to rethink, analyze, and reframe pedagogical practice in undergraduate teacher education. Finally, this article aims to present a pedagogical practice with the intention of sparking potential discussions among peers in the field.