The practice as a curricular component in Physical Education courses in DE: implications for initial training

• Autor(a) principal: Fernandes, Maria Petrília Rocha
• Data de Publicação: 2022
• Outros Autores: Silva Junior, Luiz Carlos da, Madeira Filho, Antônio, Cisne, Mabel Dantas Noronha, Moura, Jéssica Bruna Faustino, Nunes, Tayna Christine Fontenele, Ferreira, Heraldo Simões
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/27412
• topic: Educación Física; Formación Inicial; La práctica como componente curricular.; Physical Education; Initial Training; Practice as a curricular component.; Educação Física; Formação Inicial; Prática como componente curricular.

The Practice as a Curricular Component (PCC) has the purpose of promoting the articulation of specific knowledge (theory) with its application (practice) in the context of teaching action, seeking to enhance initial training from reflection, observation and resolution of problem situations of future teachers in relation to their field of activity. Thus, this study aimed to analyze the implications that the PCC discipline promotes for the initial training of undergraduate Physical Education students. This is a qualitative research typified as descriptive and analytical. The sample consisted of 48 academics from the first period in Physical Education – licentiate degree, in the DE modality, from the Acaraú Valley State University-UVA. A structured questionnaire with six open questions was used as a data collection instrument. Data were submitted to the thematic analysis technique, proposed by Minayo (2014). The results point out that students recognize the importance of the PCC discipline in their initial training, since it allows them to relate theory and practice, thus enhancing their academic training and future professional activity. Moreover, students emphasize the relevance of this discipline in the distance Physical Education course, since it allows the insertion in the practical dimension of teaching. Accordingly, it is concluded that the PCC discipline makes it possible to build knowledge related to the future fields of professional activity of undergraduate Physical Education students through the approximation and experience with the social context of school Physical Education, relating theory and practice to academic training.