CREATING SCENARIOS AND ESTABLISHING A COLLECTIVE:

AD-MIRING THE STUDY GROUP ON SCHOOL PHYSICAL EDUCATION, TEACHER EDUCATION, AND TEACHING PROFESSION (GEEP/UFRJ)

Abstract

This article aims to offer an ad-mirative perspective on the formation process of the Study Group on School Physical Education, Teacher Education, and the Teaching Profession (GEEP/UFRJ), highlighting its work in the realms of teaching, research, and community outreach. The text outlines a historicized trajectory organized into three gradations: the approximation between university and school; university outreach grounded in a Freirean perspective; and research focused on teaching and teacher education in Physical Education. The first gradation marks the emergence of initial concerns that contributed to the group's formation, in direct dialogue with the Physical Education Subproject of the Institutional Scholarship Program for Teaching Initiation (PIBID/UFRJ). The second historical gradation involves the creation and strengthening of four outreach initiatives, structured around a non-assistentialist framework, namely: Physical Education in Baixada Fluminense: Autonomy and Knowledge Construction (EEFD Baixada); Lusco Fusco: Martial Arts in School; Kitangu: Physical Education in Early Childhood Education; and the Children’s Stories and Body Culture Laboratory. The third gradation is represented by three research projects: “Students’ Pronouncements in School Physical Education”; “Constituent Pronouncements in Addressing the Challenges of Physical Education Teacher Education: Modes of Expression in Outreach Programs”; and “Physical Education from a Critical-Dialectical Perspective.” These gradations have led the group to a continuous and collective reading of the field along two primary axes: a dialogical and collective lens on the scenarios created through outreach projects; and research on Physical Education teaching and teacher training. Through this journey, GEEP/UFRJ appears to articulate new confrontations within the field and, consequently, asserts its constitution as a collective—emphasizing its fundamental perspective of emerging collectively as a group of teachers committed to reading, re-reading, and acting in Physical Education, in basic schools, in the university, and in the world.