THE PUBLIC POLICY OF TEACHERS TRAINING IN THE TEACHING WORK OF THE BEGINNER PHYSICAL EDUCATION TEACHER

Abstract

This study seeks to understand the relationship between the current public policy of teachers training and the teaching work of the beginner Physical Education teacher. It deals with a critical ethnography carried out in three schools with three beginner teachers of Physical Education. The main instruments used were participant observation, dialogues, interviews and document analysis. We identified that the public policy of teacher training aims to improve teaching in Basic Education and that this goal has not been achieved in the schools surveyed. That is because the relationships established with other teachers, the school leadership team and profession surroundings are more significant and have not contributed to the maintenance of resilience and methodical rigor.