Analysis of practices, habitus transformation and reflective processes in the field of physical education

Abstract

The aim was to investigate the development of reflective processes among Physical Education teachers to identify and transform practices and knowledge developed in and through work. A set of Practice Analysis procedures was conducted using Simple Self-Confrontation with six teachers. The results were divided into categories: 1) Unveiling the modus operandi: possibilities for transforming the habitus through the variation of propositions and perception of actions, with three subcategories; 2) Creating strategies and seeking ways to reinvent oneself in pedagogical practice, with two subcategories. It is concluded that making circumscribed knowledge public is essential, promoting reflective processes for understanding and transforming the habitus in the field of teacher education and professional development in Physical Education.