Open Data on Gun Violence: a production in the field of (Physical) Education
Leonardo Carmo Santos, Silvio de Cassio Costa Telles
Abstract
This article analyzes the construction of Teacher Professional Knowledge (TPK) in initial Physical Education teacher education, based on an experience developed within a Teaching Initiation Program at a public university in Rio de Janeiro, Brazil. The study addresses the persistent gap between theory and practice in teacher education programs, a tension recently highlighted by Resolution CNE/CP No. 4/2024, which reaffirms the centrality of pedagogical practice in curricular organization. This is a qualitative and interpretive study grounded in the research-formation perspective, which understands the formative process itself as a site of knowledge production. The empirical corpus consisted of field notes, lesson plans, and reflective portfolios produced in the courses Teaching Practice and Supervised Teaching Practicum. Data analysis was conducted through interpretive coding and source triangulation, which enabled the construction of four analytical categories: didactic transposition and pedagogical mediation; practice as a space for the reinterpretation of theory; the collective dimension of teacher education; and the development of teacher professionalism. The findings indicate that Teacher Professional Knowledge is not constituted by the mere expansion of practice, but by the epistemological qualification of formative experiences, structured through collaborative and reflective pedagogical arrangements. The study concludes that ensuring the centrality of practice in teacher education requires the creation of pedagogical structures capable of transforming the practicum into a space for the collective production of professional knowledge.
Keywords
References
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Submitted date:
12/17/2025
Accepted date:
03/15/2026
