Dialog of physical education teachers' (auto) biographical narratives: teaching children and adolescents in social vulnerability

Abstract

This study analyzes how two teachers conceive their teaching with socially vulnerable children and adolescents or those whose rights have been violated based on their teaching-learning trajectories during Physical Education (PE) classes. A case study was conducted at Casa Mamãe Margarida (Manaus/AM). The trajectories/conceptions were collected from the teachers' (auto)biographical narratives. The teachers' trajectories are marked by vulnerabilities and the presence of teachers who motivated them to pursue a PE degree. They conceive and organize their pedagogical work using strategies based on the pedagogy of affect and paying attention to students' singularities. They also point out that PE is seen as a generalized resistance resource for the students. The conclusion is that schools and teachers should provide safe, welcoming, and empowering environments with teaching based on sensitive, affective, pleasurable, and meaningful learning.