The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil

Detalhes bibliográficos
Autor(a) principal: Drigo, Alexandre Janotta
Data de Publicação: 2020
Outros Autores: Silva, Luiz Henrique da, Ferreira, Heidi Jancer, Silva, Cláudio Silveiro da, Souza Neto, Samuel de
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Journal of Physical Education (Maringá)
Texto Completo: https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46692
Resumo: From 1980s to 1990s, the Brazilian Physical Education (BPE) was strongly influenced by the discussion concerning its identity as an academic discipline; the final period of the Brazilian military dictatorship; the regulation of the BPE as a profession. Hence, this study analyzed the influence of that epistemological and political setting on the curricula of three BPE undergraduate courses. The Political Pedagogic Project and the Curriculum Matrix of the three undergraduate courses, from public universities, were analyzed using two qualitative research techniques: body of knowledge analysis, and content analysis. The results showed that the curricula analyzed did not cover a definition of professional intervention procedures based on ethical conduct specific to the area. Furthermore, the knowledge basis of the curricula is mainly constituted by discipline knowledge, which contributes to distancing the student’s training from their field of professional practice . These findings may be associated with the insufficient epistemological discussion early  initiated by Henry’s works and unclear definition if the BPE is an academic or professional area. This investigation suggests that political disputes related to professionalization of BPE overlapped the academic discussions, which might have contributed to the problems identified on the preparation through bachelor courses of physical education professionals.
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spelling The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in BrazilO cenário sociopolítico e a influência da “crise de Henry” nos currículos de graduações em educação física no Brasilphysical educationcurriculumknowledge baseprofessional interventioneducação físicacurrículobase de conhecimentointervenção profissionalFrom 1980s to 1990s, the Brazilian Physical Education (BPE) was strongly influenced by the discussion concerning its identity as an academic discipline; the final period of the Brazilian military dictatorship; the regulation of the BPE as a profession. Hence, this study analyzed the influence of that epistemological and political setting on the curricula of three BPE undergraduate courses. The Political Pedagogic Project and the Curriculum Matrix of the three undergraduate courses, from public universities, were analyzed using two qualitative research techniques: body of knowledge analysis, and content analysis. The results showed that the curricula analyzed did not cover a definition of professional intervention procedures based on ethical conduct specific to the area. Furthermore, the knowledge basis of the curricula is mainly constituted by discipline knowledge, which contributes to distancing the student’s training from their field of professional practice . These findings may be associated with the insufficient epistemological discussion early  initiated by Henry’s works and unclear definition if the BPE is an academic or professional area. This investigation suggests that political disputes related to professionalization of BPE overlapped the academic discussions, which might have contributed to the problems identified on the preparation through bachelor courses of physical education professionals.De 1980 a 1990, a Educação Física Brasileira (EFB) foi fortemente influenciada pela discussão sobre sua identidade como disciplina acadêmica; pelo período final da ditadura militar; e pela regulamentação da EFB como profissão. Assim, este estudo analisou a influência dessa configuração epistemológica e política sobre o currículo de três cursos de  graduação em Educação Física (EF) no Brasil. O Projeto Político Pedagógico e a Matriz Curricular dos três cursos, de universidades públicas, foram analisados utilizando duas técnicas de pesquisa qualitativa: análise do corpo de conhecimento e análise de conteúdo. Os resultados mostraram que todos os currículos analisados não apresentaram uma definição clara dos procedimentos de intervenção profissional baseados em condutas éticas específicas da área. Além disso, a base de conhecimento dos currículos é principalmente constituída pelo conhecimento acadêmico, contribuindo para o distanciamento da formação do graduando com o campo de atuação profissional. Essas descobertas podem estar associadas à insuficiente discussão epistemológica que foi iniciada pelos trabalhos de Henry e a não definição se a EFB é uma área acadêmica ou profissional. Esta investigação sugere que as disputas políticas relacionadas à profissionalização da EFB se sobrepuseram às discussões acadêmicas, o que pode ter contribuído para os problemas identificados na formação do tipo bacharelado dos profissionais de EF.Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil2020-07-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/4669210.4025/jphyseduc.v31i1.3155Journal of Physical Education; Vol 31 No 1 (2020); e-3155Journal of Physical Education; Vol. 31 Núm. 1 (2020); e-3155Journal of Physical Education; v. 31 n. 1 (2020); e-31552448-2455reponame:Journal of Physical Education (Maringá)instname:Universidade Estadual de Maringá (UEM)instacron:UEMenghttps://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46692/751375150272Copyright (c) 2020 Journal of Physical Educationhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessDrigo, Alexandre JanottaSilva, Luiz Henrique daFerreira, Heidi JancerSilva, Cláudio Silveiro daSouza Neto, Samuel de2021-04-29T13:29:23Zoai:periodicos.uem.br/ojs:article/46692Revistahttp://periodicos.uem.br/ojs/index.php/RevEducFis/indexPUBhttps://old.scielo.br/oai/scielo-oai.php||revdef@uem.br2448-24552448-2455opendoar:2021-04-29T13:29:23Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil
O cenário sociopolítico e a influência da “crise de Henry” nos currículos de graduações em educação física no Brasil
title The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil
spellingShingle The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil
Drigo, Alexandre Janotta
physical education
curriculum
knowledge base
professional intervention
educação física
currículo
base de conhecimento
intervenção profissional
title_short The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil
title_full The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil
title_fullStr The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil
title_full_unstemmed The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil
title_sort The socio-political scene and Henry’s crisis influence on the curricula of physical education undergraduate courses in Brazil
author Drigo, Alexandre Janotta
author_facet Drigo, Alexandre Janotta
Silva, Luiz Henrique da
Ferreira, Heidi Jancer
Silva, Cláudio Silveiro da
Souza Neto, Samuel de
author_role author
author2 Silva, Luiz Henrique da
Ferreira, Heidi Jancer
Silva, Cláudio Silveiro da
Souza Neto, Samuel de
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Drigo, Alexandre Janotta
Silva, Luiz Henrique da
Ferreira, Heidi Jancer
Silva, Cláudio Silveiro da
Souza Neto, Samuel de
dc.subject.por.fl_str_mv physical education
curriculum
knowledge base
professional intervention
educação física
currículo
base de conhecimento
intervenção profissional
topic physical education
curriculum
knowledge base
professional intervention
educação física
currículo
base de conhecimento
intervenção profissional
description From 1980s to 1990s, the Brazilian Physical Education (BPE) was strongly influenced by the discussion concerning its identity as an academic discipline; the final period of the Brazilian military dictatorship; the regulation of the BPE as a profession. Hence, this study analyzed the influence of that epistemological and political setting on the curricula of three BPE undergraduate courses. The Political Pedagogic Project and the Curriculum Matrix of the three undergraduate courses, from public universities, were analyzed using two qualitative research techniques: body of knowledge analysis, and content analysis. The results showed that the curricula analyzed did not cover a definition of professional intervention procedures based on ethical conduct specific to the area. Furthermore, the knowledge basis of the curricula is mainly constituted by discipline knowledge, which contributes to distancing the student’s training from their field of professional practice . These findings may be associated with the insufficient epistemological discussion early  initiated by Henry’s works and unclear definition if the BPE is an academic or professional area. This investigation suggests that political disputes related to professionalization of BPE overlapped the academic discussions, which might have contributed to the problems identified on the preparation through bachelor courses of physical education professionals.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46692
10.4025/jphyseduc.v31i1.3155
url https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46692
identifier_str_mv 10.4025/jphyseduc.v31i1.3155
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/RevEducFis/article/view/46692/751375150272
dc.rights.driver.fl_str_mv Copyright (c) 2020 Journal of Physical Education
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Journal of Physical Education
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil
publisher.none.fl_str_mv Department of Physical Education - State University of Maringá (UEM), Maringá-PR, Brazil
dc.source.none.fl_str_mv Journal of Physical Education; Vol 31 No 1 (2020); e-3155
Journal of Physical Education; Vol. 31 Núm. 1 (2020); e-3155
Journal of Physical Education; v. 31 n. 1 (2020); e-3155
2448-2455
reponame:Journal of Physical Education (Maringá)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Journal of Physical Education (Maringá)
collection Journal of Physical Education (Maringá)
repository.name.fl_str_mv Journal of Physical Education (Maringá) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv ||revdef@uem.br
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