PROFESSIONAL FIELD AND THE PLACE OF PRACTICE IN PHYSICAL EDUCATION TEACHER EDUCATION CURRICULUM

Abstract

Taking into account the current public educational policies linked to the process of universitarization and academicization of the education context in Brazil, the objective of the present study was to analyze how the curricular dynamics that make up the curricula of Physical Education teacher training courses have understood the place of practice, as well as what space has been allocated to the thematization of different body practices related to the scope of body culture of movement throughout this process. To this end, 7 teacher educators from public universities in the State of São Paulo were interviewed, through semi-structured interviews. The results were subjected to content analysis and with two analytical axes: 1) The training context and the place of practice in the curricula of training courses in Physical Education; and, 2) Body practices, body culture of movement and their integration into curricula and training processes in the field of Physical Education. It is concluded that little attention has been given to the practical components of the curricula of Physical Education teacher education courses. Transforming such perspectives requires a dialectical approach between the university and the school so that teacher education can be articulated in a more adequate, consistent, coherent and meaningful way with the current needs regarding the ways in which the professional field has operated and constituted itself in contemporary times.