A formação inicial em educação física no estado do Paraná e o perfil dos cursos de licenciatura e bacharelado

• Ano de defesa: 2011
• Autor(a) principal: Pizani, Juliana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação Associado em Educação Física - UEM/UEL; UEM; Maringá, PR; Centro de Ciências da Saúde
• Palavras-chave em Português: Educação física - Formação inicial - Paraná (Estado); Professor de educação física - Paraná (Estado); Educação física - Matrizes teóricas; Ciências da Saúde; Educação Física
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/2170

This study was developed with the general aim of investigating the profile of the physical education courses in the State of Paraná, after the curriculum reform envisaged in Resolutions CNE/CP n. 01 and 02/2002 and CNE/CES No 07/2004, in order to identify if there is an own identity for training in licentiate and bachelor's degree. It was characterized as a qualitative study. The study included seven Higher Education Institutions, being 6 public and one private. The composition of the data source comprised 12 educational projects and nine interviews with the coordinators of licentiate and bachelor's degree in Physical Education. The criteria used to select the participating institutions were: 1) to be offering the Physical Education course for at least ten years, 2) to offer the licentiate and bachelor's degree in physical education as required by the Resolutions CNE/CP n. 01 and 02/2002 and CNE/CES n. 07/2004, 3) to be an institution accredited by the Ministry of Education and Culture as a university or college, and, 4) to agree to participate. For the handling of data, from both documents (educational project) and transcribed interviews, the technique of content analysis proposed by Bardin (1977) was used. Research results have indicated that part of the institutions has been organized to meet the assumptions of the National Curriculum Guidelines for the organization of their educational projects, as well as their curriculum. It was also found positive aspects on the separation of the education, for example, a better serving of students' interests regarding specific training on licentiate or bachelor's degree, by improving the quality of subjects, as well further teaching preparation on the treated area; as weaknesses some teachers do not accept this new setting and act with a discourse directed only to the school intervention. The physical education curricula for licentiate and bachelor's degrees do not follow the pedagogical determination supported by the Resolutions CNE/CP n. 01 and 02/2002 and CNE/CES n. 07/2004, regarding to the own characteristics of each formation due to approximations found between the curricula and lack of identity for themselves. It's pointed in this study the need to rethink the education in physical education for licentiate and bachelor's degrees in order to acquire their own characteristics, to promote a training consistent with the specific practice areas involved, according to the pedagogical exigency, defended by the relevant legislation.