The formative journey of Physical Education teachers in Youth and Adult Education

Abstract

The present study aimed to understand how the historical construction process of Physical Education teachers directs them toward working in Youth and Adult Education (YAE). Two Physical Education teachers from the Municipal Public Network of Canoas, Rio Grande do Sul, participated in the research. For data collection, interviews were conducted. We understand that the contexts leading these teachers to YAE are diverse, ranging from the need to fulfill the required workload for newly hired teachers to supplementing stagnant income, demonstrating the lack of objective criteria for assigning teachers to this modality. These conditions indicate a lack of commitment in training policies to the specificities of YAE, negatively impacting the pedagogical development in this area. Moreover, it was observed that the intensification of work and the precarious labor conditions contribute to a fragmented teaching practice misaligned with the emancipatory principles of YAE, which can compromise the quality of the education provided.