Reflexões sobre a formação do professor de educação física em Parintins/AM: um confronto entre o PPC e o discurso dos egressos

Abstract

In this dissertation we approach the process of training of Physical Education teachers from the analysis of the Pedagogical Project of the Course (PPC) of Licenciatura in Physical Education of a federal public university in Parintins / AM. We analyze the conceptions that the graduates of this course presented about the formative experiences and their relation with their professional performance and we highlight the following guiding questions directed to the PPC of the course: What are the conceptions about the teacher training contained therein? What are the objectives, knowledge and predicted knowledge? What is the egress profile described? What are the educational practices and the curricular structure that the course offers? And directed the graduates: What is the conception that graduates of the Degree in Physical Education have over their teacher training? How do they currently reflect, from the professional practice of teachers, on the curricular matrix that they had in the course when the date of their realization? And what are the relations between the initial formation and the professional performance of the graduates? The research was developed in a qualitative approach (STAKE, 2011; GOLDENBERG, 2004) of the case study type (ANDRÉ, 2005), to understand the process of initial formation mentioned. In the theoretical methodological foundation we use contextualized references to the theme of teacher training and professional training in Physical Education, such as Nóvoa (1992, 1995, 2017); (1985), Saviani (1999, 2014), Contreras (2002), Luckesi (1994), Tardif (2012), Darido (2011), Oliveira (2011), Castellani Filho (1988), Moreira (1992), Faria Júnior 1992), Betti (1992) and Caparroz (2007). We also use the DCNs of the teacher training courses and the DCNs of the physical education training courses. The results showed that the perspective of the PPC of the course on the offered training is critical-transforming with current conceptions about the Brazilian educational reality and about the egress profile listed to act in school education as a transforming professional of the society. The perspective of the graduates was based on the perception of sports school Physical Education (non-critical), but the reported formative experiences aimed at acting in school education demonstrated, in part, theoretical and practical conceptions based on the model of reflective and practical teacher reflective Thus, we infer that the training processes of Physical Education teachers in Parintins are in gradual deconstruction of the non-critical perspectives for constructing critical perspectives. We also show that training experiences were, in part, the main reason for the achievement of professional experiences both in the university itself (organization of sporting events and participation in extension projects) and in the city (paid internships and participation in projects), but after graduating the search for formal jobs in the area presents itself as a challenge. We suggest the deepening of the teaching practice in Physical Education in the Amazonian context, where the conceptions presented here may be confronted with the pedagogical practices identified in their respective professional environments.