Esportes coletivos sob a ótica docente na formação inicial em educação física

Abstract

This research aimed to investigate how the teachers responsible for subjects of collective sports, of two public Institutions of Higher of Educations in Paraná, for this the teachers organize courses and develop pedagogically in initial training of prospective teacher and of graduates in Physical Education. Therefore, as methodological procedure, adopted was the case study, of qualitative descriptive characteristic, with the instrument of data collection semistructured interview. To support the research were analyzed official national and institutional documents, as National Curriculum Guidelines, Educational Projects, Institutional Resolutions and extract of subjects of collective sports that were integrated. At the end of this step, the present study achieved the acceptance of participation of eight teachers responsible for collective sports subjects, so four of the IES1, which offer two training courses in Physical Education, Degree and Baccalaureate, and four of the IES2, which offers three qualifications: Degree and Baccalaureate of Physical Education, and Baccalaureate in Sports. The analyzes of the institutional official documents and interviews with participating teachers allowed to identify pedagogical approaches in structuring the subjects of collective sports in the two training courses in Physical Education (Degree and Baccalaureate) offered by IES1, demonstrating the difficult of teachers in articulating a different look for the curriculum components offered in both courses. This aspect becomes evident when one confronts the discourse of the teachers with the analysis of the official documents of IES1. It was noted that even the Educational Projects presenting with objectives, goals, profiles and distinct area of performances, the extract of subjects of collective sports are identical in both courses, in Degree and Baccalaureate of Physical Education. As a result, it was found that teachers cannot articulate a different look for different formations. At the IES2, indicatives showed up in the official documents of the institution (Resolutions), differentiated approaches to those goals, professional profile and areas of expertise of the three courses offered (Degree and Baccalaureate of Physical Education, and Baccalaureate in Sports). However, the extracts do not offer secure base and enlightening to ensure a different look to the subjects of collective sports between the courses. Though, it was found in the speech of teachers of the IES2 defending able to articulate a different view of the disciplines of collective sports for all three courses. Finally, it is believed that the initial formation process in Physical Education is undergoing significant changes in professional preparation in school and non-school environments. Nevertheless, training is strongly influenced by the Degree, but also some difficulty in accepting the current guideline training in Physical Education, consequently, in having distinct formations and specific. The research had as limiting factor the non-monitoring of class of participating teachers in order to ensure the relationship between discourses and experienced. In this way, a breakthrough is possible and necessary will be to confront the discourse and practice, as it expands, serving also to private institutions.