FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA: a experiência emergencial da Licenciatura Plena Parcelada da Universidade Estadual de Goiás LPP/UEG

Abstract

This research investigates the formation of physical education teachers in Brazil from LDBEN 1996 in the face of various public policies on teacher education induced by the MEC with a view to enhance the quality of education. We chose to study the experience of the University State of Goias - UEG full degree parceled called on an emergency basis, for teachers as "lay". The theory was based on Brazilian authors in the field of education who have discussed the issue of teacher education and the contributions of thinkers critical of physical education. The main variable was constructed from information derived from three research procedures: a) - analysis of official regulatory documents depicting the theme, b) - questionnaire to current coordinators of the courses and c) - non-participant observation. We chose a qualitative methodology with the hypothesis that guidance from the first agreement signed with the state Department of Education of Goias seven subsequent agreements were signed with different partners, the project suffered a flexible, driven by demand, especially young people seeking graduation from a higher level. We sought to determine whether the project's academic course recognized the knowledge and practices that the students / practicing teachers brought as cultural capital. The content analysis (Bardin and Franco) has been developed from four categories constructed retrospectively: 1) The Poles, Coordinators and their overall balance of certificates, 2) The University: juvenilization, challenges and future career; 3) The Role of Emergency concerned: teacher in exercise or a layman?, 4) Curriculum Project: limits and challenges. Several analytical approaches were available both in the preparation of proposals for a more critical as well as the nature of purposeful through the strengths / weaknesses and suggestions for improvements.