The movement of the National Curriculum Guidelines for the Training of Physical Education Teachers in the dynamics of the organization of pedagogical work at ESEFFEGO

• Autor(a) principal: Carvalho, Rahaby Nayanne Vieira
• Data de Publicação: 2022
• Outros Autores: Crisóstomo Magalhães, Alcio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno de Educação Física e Esporte
• Texto Completo: https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/29445
• topic: Organização do Trabalho Pedagógico; Educação Física; Formação de Professores; Organization of Pedagogical Work; Physical Education; Teacher training

BACKGROUND: The 1980s onwards Physical Education epistemological rupture calls into question the theoretical-methodological identity of this area and lights up what hitherto had been constituted as formative principle. The teaching and teaching to teach assumptions were impacted by educational reforms oriented towards productive flexibility. OBJECTIVES: It starts from the macro analysis of this conjuncture for an understanding of how the ideological and political-economic disputes for the definition of the legal marks of the formation in Physical Education unfold in the Pedagogical Projects of Courses of the Superior School of Physical Education and Physiotherapy of the State of Goiás. METHODS: The Dialectical Historical Materialism was the reference epistemological matrix for the methodology construction. The investigation combines exploratory-descriptive documental research and a case study with qualitative analysis based on semi-structured interviews.RESULTS: The ESEFFEGO curricular organization effort, which began in the 1990s, can be expressed in four distinct moments. Affirmation of a unique and organized formation from the Physical Education renewal movement, a second moment of expanded formation, as an effort to resist at the determinants of licensure or bachelor split, a third moment of formation radical rupture, bachelor or licentiate and a fourth moment of courses integration into a unified matrix. CONCLUSIONS: This movement is reflected in the Pedagogical Work Organization of this Institution. The teacher/student/knowledge relationship was impacted by the tensions and disputes inherent to the pedagogical course project organization. In addition to the negative implications for the academic community sense sedimentation, the continuous restructuring creates a constant noise in the institution internal dialogue, which represents an obstacle in the effort to articulate in a cohesive block (curricular component) the course project assumptions, the contents and the curricular matrix.