The process of historical constitution of curriculum guidelines in the formation of Physical Education teachers

• Autor(a) principal: Benites, Larissa Cerignoni
• Data de Publicação: 2008
• Outros Autores: Souza Neto, Samuel de, Hunger, Dagmar
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/28092
• topic: Teacher formation; Physical Education; Curriculum guidelines; Public policies; Formação de professores; Educação Física; Diretrizes Curriculares; Políticas públicas

The historical processes that permeate curriculum guidelines made it possible to see what are the ideas and concerns in the formation of teachers of Physical Education. In this context, the objective here was of investigating how the qualification and certification processes were developed in the public policies for the education of these teachers, in an attempt to understand the reasons that guided the establishment of the legal norms put in place from 1939 to 2004. It is, therefore, a study of a descriptive nature, of qualitative analysis, having as its primary sources the Curriculum Guidelines published by the official press. The new Curriculum Guidelines (Resolutions CNE/CP 01/2002, 02/2002 e 7/2004) set the perspectives for the formation of a teacher more qualified in his/her field of work, giving priority to the question of the political dimension of their profession, of competences and of the body of knowledge in the area. Although there has been progress in comparison to previous norms, the article draws attention to the fact that proposals under construction need to bring together the current proposal, the historical path of the course, and the theory-practice relationship in order to achieve equilibrium in the formation. One cannot deny that the proposal for new guidelines does show significant progress in terms of the teacher professionalism and teacher professional identity. Nevertheless, the careful reader or scholar cannot fail to worry about the excessive technical competences set up, which give the impression that now all that matters is the "know-how".