In the present study we seek to comprehend the constitution of pedagogic practices through the theories of action. In this sense, we have developed an ethnographical case study in a district school of Porto Alegre. We had the collaboration of seven physical education teachers who were in distinct moments of their teaching career and we observed that their life experiences strongly influence their pedagogic practices. We found out that the teachers who problematize their practices do so with the help of recent pedagogic theories. The research was presented to the collaborative teachers as a means of validating the study and with the intent of establishing a dialogue with the participants to promote a discussion on their practices
Pedagogic practices; physical education; teacher training; habitus; life experience
