Formação docente: a inserção do livro didático auxilia na prática pedagógica?

Abstract

This study aims to highlight how the literature in the field has discussed teaching practice and how the adoption of a textbook for school Physical Education supports instructional planning. To achieve this objective, we broke it down into the following specific objectives: 1) identify the texts that address the subject at hand; 2) select the texts that will be analyzed; 3) organize the texts and then proceed to analyze the collected data.The research was conducted through bibliographic research, with a qualitative and exploratory approach, using articles published between 2002 and 2023 in scientific journals in the field. Based on the analysis of eight selected texts, the study demonstrated that the debate on textbooks in Physical Education should not be reduced to a dichotomy between acceptance and rejection. The central question is how to transform them into a resource that strengthens pedagogical practice without compromising professional identity or teacher autonomy. Therefore, the results indicated that, to achieve this, it is essential that teachers be recognized as intellectuals of practice and not merely as implementers of materials, so that they can play a critical role in educational policies and the publishing market. It is concluded that only in this way can the textbook fulfill its function of assisting pedagogical practice, articulating theory and practice, and contributing to a more democratic, critical education that is committed to the reality of Brazilian public schools.