DIDACTIC LEARNING BY ALTERITY: SELF-FORMATING EXPERIENCE IN SUPERVISION IN PIBID IFCE PHYSICAL EDUCATION

Abstract

We focus attention in this writing on the way that the subject-authors (as) involved in the supervision of PIBID Physical Education at the IFCE campus Canindé narrate and signify didactic learning through otherness as a process of teacher self-education. Thus, we defined as a general objective to analyze didactic learning due to otherness in the self-forming experience in the supervision of Pibid at IFCE campus Canindé. We compose an itinerancy of an ethno-research-formation for understanding it in a dialogical and collaborative perspective, situated to an object of formation and implicated in the heuristic-formative processes. We take Pibid as the training context, and three supervising teachers as subject-authors who had an 18-month space-time (August 2018 to February 2020) involved in the supervision of this program together to the Physical Education subproject of the IFCE campus Canindé. We verified that the subjective expressions conforming to otherness were manifested by the didactic / instrumental learning: (1) organizational and curricular development of the school and its temporal transactions of the social dynamics with the educational actors, as it establishes the relationship with the supervisory pedagogical praxis; (2) constitution and / or consolidation of teaching knowledge, above all, located in and through the relationship between theory and practice, being linked to personal and professional development; (3) cartographic posture as a mode of participatory planning, a playful device and an investigation of one's own practice. We have reached a place of political and critical awareness that recognizes alterity as an aesthetic and aesthetic dimension of the didactic learning process in Physical Education, establishing links with social transformation, as a path of human significance, and, therefore, existential in collaborative fabric, as a dimension autoformador.