Experiential knowledge and physical education teaching at Federal Institute of Piaui

The article seeks to identify the experiential knowledge of physical education teachers and to understand the processes of construction and mobilization of this knowledge in teaching practice. We conducted an ethnographic study with six teachers from the Federal Institute of Piaui. To this end, 12 interviews and 98 observations were made. The data indicate that experiential knowledge emerges as the reference nucleus for the practices adopted by the observed teachers. Those knowledges were concentrated on the following themes: school evaluation, sport pedagogy, contextualization, cognitive activities, human and emotional aspects, participatory planning, gender and sexuality, music, repertoire of activities, technologies and learning with peers.