Uma maré de questões: função social dos professores oriundos do complexo da maré

Abstract

The teacher assumes a role in society related to the change / transformation or maintenance of the current hegemonic power. For Giroux (1992, 1997), the role of teacher in society must be related to change / transformation, which he portrays as the role of transforming intellectual. In places of social risk it becomes even more relevant that we have teachers committed to this transforming role, especially when coming from these places. Thus, it was proposed to investigate in the present research the intellectual function that Physical Education (PE) teachers from the Maré Complex (one of the most violent slums in the city of Rio de Janeiro) exert in society. The objective was to identify if the function that the native teacher / resident of the Maré Complex exercises in society is close to the transforming intellectual and from this, to produce a virtual instrument that contributes to a teaching practice in this perspective. With the theoretical reference of Giroux (1992, 1997) and the support in the concepts of intellectual and emancipation, respectively, by Gramsci (2004) and Freire (1996) we investigated 10 EF teachers from the Complexo da Maré. The analysis of the data collected through semi-structured interviews pointed to the exercise of a function in the society of this teacher closer to the critical intellectual and, sometimes, also of the adapted or hegemonic than of the transforming intellectual. By implication, it is assumed that this result also applies to other EF teachers in their field of teaching. Thus, a content was created to constitute a virtual access page for EF teachers – in particular EF teachers from the Maré Complex – from a critical methodological matrix in sports by Malina et al. (2017). This page presents prescriptive proposals of planning possibilities for a teaching practice in Approximate EF of the transforming intellectual.