O curso de Educação Física da UFG regional Catalão na perspectiva do egresso (1990-2005)

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Universidade Federal de Goiás


The Physical Education course of the UFG Regional Catalão, narrated from the perspectives of its graduates, besides the perspectives that have only teachers as protagonists, can show that all the subjects are important to narrate the stories of this institution and its formative experiences. Thus, there is not just one story, or one story more important than the other, but several perspectives that can not be disregarded. Faced with these considerations about my experiences and the opportunity to know the field of narrative biographical research in education, the following question arose: How does the physical education course UFG Regional Catalão constitute in the perspective of its graduates? From this problematic, the general objective of the research was to know the licenciatura course in Regional Physical Education - Catalan through the narratives of the graduates. As specific objectives, we seek to contextualize Physical Education focusing on the city of Catalão with interfaces in Goiás and Brazil; to present the narrators of the research and to understand how the physical education course is built from the perspectives of the graduates. The Physical Education Course has its own characteristics that give it an identity similar to that of an institution. The graduates of the course, in narrating their life histories in institutional organization, reaffirm, according to Bolivar (2014), both their identities and that of the institution, giving meaning to the versions of themselves in the institution. According to Oliveira and Gatti, "in establishing a dialectic relationship between the institution and its community, in a plurality of meanings, the need for a resizing of the space-time planes emerges" (OLIVEIRA AND GATTI, 2002, p. 74). It is in this resizing of the space-time planes, in the written documents and in the narratives that the history of the Physical Education course is being constituted. In the (auto) biographical approach we take the narratives of the graduates to constitute the course of physical education and at the same time the constitution of the narrator as part of this process and part of the institutional organization. The fact of narrating about oneself in the institution, attributes meanings and interpretations of oneself and of the course of Physical Education, that is, the power of the narrative constitutes in a unique process where the narrator and narrated fuse, being thus part of the same process. The analysis of the data produced was based on the narrative analysis proposed by Bolivar, Dominguez and Fernandez (2001) constituted "so that a coherent sequence can be organized, based on some thematic categories, in which axes of temporal or thematic coordinates (BOLÍVAR, DOMINGUEZ and FERNANDEZ, 2001, p.194). Thus, we seek to decipher the meanings that the egresses bring in their life history, in order to "situate the narrative narratives in a context that contributes to provide a structure in which it takes on a broader meaning" (BOLÍVAR, DOMINGUEZ & FERNANDEZ, 2001, p. 201). In this sense, we believe that the (auto) biographical research method made it possible to understand the Catalan Regional Physical Education course based on the singularities of the narrator 's life histories, as well as the understanding of the history of the course in the perspective of these subjects.



Pesquisa (auto)biográfica, Curso de Educação Física, Narrativas, Egressos, Biografia institucional, Biographical (self) research, Physical Education course, Narratives, Egresses, Institutional biography


SILVA, Fernanda Gonçalves. O curso de Educação Física da UFG regional Catalão na perspectiva do egresso (1990-2005). 2019. 79 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2019.