Teacher education in Physical Education and the learning with the school: the possibility of practice as a curricular component

• Autor(a) principal: Bisconsini, Camila Rinaldi
• Data de Publicação: 2019
• Outros Autores: Oliveira, Amauri Aparecido Bássoli de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Motrivivência (Florianópolis)
• DOI: 10.5007/2175-8042.2019e56269
• Texto Completo: https://periodicos.ufsc.br/index.php/motrivivencia/article/view/2175-8042.2019e56269

According to the National Curricular Guidelines for initial teacher education at the higher level of 2015, undergraduates should integrate their theoretical and practical activities of deepening in specific areas (200h), training activities (2.200h), internship (400h) and the Practice as Curricular Component - PCC (400h). The objective was to verify the possibilities of the PCC to bring Physical Education students closer to the school scene and the possible learning resulting from this integration. We interviewed 41 undergraduate students in Physical Education and 18 professors of the same course, with a subsequent content analysis. The data indicate that the PCC was remembered as a strategy to intensify the approach of the future teachers with the Basic Education and to contribute to the learning of the professional knowledge. How much more diverse and comprehensive to be the training, more references about the profession will have the students, which may contribute to a professional performance that is consistent with the reality of public education.