This article reports the results of research regarding the knowledge of professional teachers - PE - active in technological areas. The study aimed to analyze the teaching practices of eight PE teachers and their pedagogical knowledge, as well as to identify models of pedagogical action that guide and structure their teaching practice. The results show that the pedagogical knowledge of these teachers retains besides non formal and informal experiences of learning characteristics of the context of PE, as well as features from professional training spaces and times current in technological areas.
Teacher Education; Professional Knowledge; Educational Practice.