Educação física e matrizes teóricas : o cenário da formação inicial no estado do Paraná

• Autor(a) principal: Seron, Taiza Daniela
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/2195
• topic: Educação física; Formação profissional; Professores; Profissionais da educação; Matrizes Teóricas; Formação Inicial; Paraná (Estado); Brasil.; Initial formation; Physical education; Theoretical matrices; Paraná; State; Brasil.; Ciências da Saúde; Educação Física

One of the factors that have motivated the discussions in the area of Physical Education in recent years with regard to initial formation. The national Resolutions 01 and 02 national and 07 CNE/CP/02 CNE/CES/04, for education, shared many views on physical education, since it established the separation between the degree and bachelor degree. For some authors this division was needed, especially to guarantee the best service in the school context and consider the emerging markets out of school that acknowledging he need arose for more specialized knowledge. Other authors, in turn, identified problems, which had no this separation, because the courses have not met the training differentiated propensity for maintaining degree. Still had those who disagreed with the separation and advocated a generalist formation. Given this situation, our concerns have turned to training in the State of Paraná, in particular for investigating theoretical frameworks that were present in two formations, searching or do not find differences in this context. Therefore, we established aimed at investigating the theoretical basis of courses physical education in the state of Parana through the theoretical frameworks used, to ascertain whether there are significant differences between the courses graduate and undergraduate degree. To achieve this goal, we selected four public higher education institutions of the State of Parana, we analyzed the disciplines of bachelor and degree courses and indicating approaches distances on the terminology and basic and complementary theoretical and interviewed seven coordinators of five institutions Higher Education surveyed who sought to describe the reality of each IES. The data analysis indicated that the degree courses have been organized to meet with more emphasis on the dimensions of knowledge educational and cultural movement, and the bachelor's program shows that more disciplines are turning to the technical-beyond the instrumental cultural movement. As for references, found in most of the IES more similarities between the courses with specialty of the area, especially in the disciplines of production scale knowledge, cultural movement, knowledge production science and technology, and the bachelor has not presented a benchmark consisting of didactic and pedagogic dimension. Identified also the presence of theoretical frameworks in the area, however, more focused for the pedagogical perspective. The results indicate that with respect to the reference, the area needs to continue to move towards a more solidified formation, in other words, that meets the training and features desired, either degree other bachelor degree . It is hoped that this study contributes to the area and that spur more research has been undertaken so that we have concrete changes in the initial training in our country.