As disciplinas esportivas e as aulas práticas no curso de formação superior em educação física: perspectivas de graduandos

• Autor(a) principal: Cezar, Letícia Lopes [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203156; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000913228.pdf
• topic: Educação fisica - Ensino; Ensino superior; Esportes; Sports

In Brazil, physical education in schools came through the influence of gymnastic methods in the middle of 1841, and the superior formation only occurred in 1931, with the creation of the first Civil School of Physical Education of the State of São Paulo. Since then Physical Education has undergone several configurations, however, even if the area has materialized its own construction in the field of professional and epistemological performance, corporal practices still show as an important content for the initial formation of the future Physical Education professional that acts in school. Therefore, the objectives of this study were to investigate the reasons presented by the undergraduate students of Physical Education in the Licentiate area for the non-performance of the practical classes of the disciplines of Swimming, Karate and Handball, referring to the orientation to the corporal practices, as well as the importance which they attribute to teacher training. Eleven undergraduates from the Physical Education course of a Public University in the interior of the State of São Paulo participated in this study, in which the questionnaire and semistructure observation was applied as methodological instrument. The results found regarding reasons that lead the students to not participate in the practical classes were: muscle pain and injury, health problems, menstruation and discouragement. Already on the importance they attributed to the practical classes, all the participants answered that they consider them very important for the training. Based on these results, we can point out that what seems to make the participation of the graduates unfeasible is mostly linked to physical and health reasons, but although they consider the practical classes as an important factor, it still needs to be put in action, since participation directly implies their formation.