A formação inicial docente do curso de Educação Física da UFCAT: a relação dos dizeres dos estudantes com os documentos curriculares e pedagógicos

Abstract

In this dissertation, we problematize the initial formation of the professional in the area of Physical Education. The proposal was to investigate the meanings assigned by the Physical Education undergraduate students of UFCAT on "being a teacher", with emphasis on how these students understand their undergraduate course, their perspectives about the teaching profession and the initial training. We consider that the identity of the Physical Education teacher is related to belonging to the field of Education, whether formal or non-formal. We emphasize that the area of Physical Education has historically faced issues related to the identity and legitimacy of the profession, mainly related to its categorization and fragmentation since its institutionalization. Therefore, we raise the central problematic of this study: What are the meanings assigned by the Physical Education undergraduate students of UFCAT in the construction of their teaching identity? Thus, our general objective was to investigate the meanings assigned by undergraduate students of Physical Education at UFCAT, focusing on how the participants understand their undergraduate course as a subject-teacher in the initial training process and their perspectives in the teaching profession. In this perspective, we approached the following specific objectives: a) to discuss the teacher education in the physical education undergraduate course at UFCAT, through the PPC of the physical education undergraduate course at UFCAT, considering the desired teaching profile in this document; b) to discuss how the initial formation impacts on the constitution of the teaching identity, based on the focus group carried out; c) to identify and analyze the meanings about the teaching profession and how they mean "being a physical education teacher", which composes the identity of the research subjects. In short, this work is part of the qualitative research field and its theoretical foundation is based on the assumptions of Dialectical Historical Materialism and Cultural Historical Theory. Finally, we end with the feeling that we were able to contribute to this area, to those who represent it, act in it and believe in it, strengthening its history. It is believed that this work can be a reference in the field of research and academic formation, whether initial or continued; that is, whether it is in the beginning or in the (in)finishing of the process.