The reflexive pedagogical practice and the educative and social phenomena in school daily routine

Abstract

The aim of the present study is to contribute to the reflections in Physical Education based on the school daily routine, under a reflexive pedagogical practice perspective. The investigation-in-action (ELLIOT, 1994) was used in this case study as its theoretical-methodological referential, mediated by reflection (SCHON, 2000). Interviews, study sessions and a pedagogical intervention were applied to a female teacher who was going to be graduated in Physical Education. The reflexive pedagogical practice evidenced educative and social phenomena that emerge from the school daily routine, for which the future teacher should be prepared in order to accomplish mediations. The findings show that teachers should be in contact with the conflictive situations related to the teaching practice in its concreteness since the onset of their formation, adopting a critical theoretical referential, as well as becoming autonomous individuals in the sense of investigating their own practice. Therefore, the epistemology of the critical reflexive practice has an important role.