Parâmetros teórico-metodológicos da formação em educação física: concepção teórica versus prática profissional

Abstract

The present work presents as a theme, theoretical-methodological parameters in professional training in Physical Education. As a problem the following question arises, do the curricular projects of training courses for graduates in Physical Education contain indicators on the theoretical and methodological parameters that are of interest for the study of the concepts of Physical Education? The general objective of this research is to understand if the theoretical-methodological parameters influence the quality of training in Physical Education. This research has as its theoretical framework Dialectical Historical Materialism and its typology by objective is constituted as comprehensive and outlined as bibliographic. As procedural techniques used content and document analysis. For data analysis, a qualitative approach was used. The Pedagogical Projects of Physical Education training courses of two Higher Education Institutions in Goiânia were analyzed. In the analyzes, it is possible to perceive critical attitudes in relation to the National Curricular Guidelines that present parameters that aim to fragment the training and the knowledge itself, meeting the market demands. It is also perceived the presence of critical parameters that enable a process of training quality teachers. The presence of critical theoretical-methodological parameters allows the formation of a better qualified professional so that he / she can overcome the pragmatic practice in Physical Education classes, allowing students to take ownership of the theoretical field of Corporal Culture so that the necessary transformations in promoting school.