Narrative of experience from school physical education: the case of a Brazilian woman
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Luciana Venâncio [1]
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[1] Universidade Federal do Ceará
Universidade Federal do Ceará
Brasil
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- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 419-427
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The ways of narrating experiences lived from educational contexts have become a possibility to understand former students’ choices and positions in the contemporary world. The objective of this chapter is to discuss a narrative by one Brazilian woman and her experiences from school physical education lived as her own-time. We chose the narrative inquiry as method and allowed the participant to explain her emotions, perceptions and questions – related to her experience – to confront the world lived. Then, the research developed from the narrative based perspective, exploring the participant’s experience and her relationship to knowledge. The narrated experience do not describe the chronological time lived in the school in a linear way. Instead, it reveals one’s own-time lived in different realities that imply both positive and negative readings towards the school physical education curriculum throughout life. Narrative allows people to value life experience as it provides clues to recognize each one’s relationship to knowledge. It constitutes a way of weaving crucial elements of one’s own-time lived and the time lived by others while facing the challenges of the world. The choices and trajectories are singular, proper to each human being, and imply the unleashing of intentional actions. We argue that the lived experience narrated by the participant refers to a set of relationships to knowledge elaborated beyond the school curriculum but also within physical education.
