Abstract

Communication is a primordial dimension in the life of the human being, becoming essential for the interaction of the teacher with the students, which turns the discourse (as a communicative event) into the engine of all pedagogical action and axis of the teaching and learning process. The objective of this research was to characterize the teaching discourse used by Physical Education Pedagogy students during their professional practice. For this purpose, a qualitative study with an interpretative design was developed. The selected participants were 10 subjects (without distinction of gender) who were studying their professional practice in the Physical Education Pedagogy career. The lectures given by them were recorded, transcribed and analyzed with the support of Atlas.ti version 9 software. The results show two main dimensions: the first one shows an impositive and vertical orientation of the discourse; and the other one, aspects related to the use of an assertive or inadequate discourse by the trainee teacher. We discuss and reflect on the relevance of discursive-communicative competence in the training of future teachers and the need to continue research, especially qualitative, in this area in higher education.