Currículo do curso de Educação Física – Licenciatura: tríade de ensino, pesquisa e extensão de uma instituição privada

Abstract

In a society of constant changes and infinite uncertainties, the demands for teaching have been increasingly challenging, where, at times, we ask ourselves what is the profile of teachers that we intend to train? Thus, we question how the curriculum of the area of Physical Education (E.F), in the initial formation, correlate teaching, research and extension, in a private institution? In this way, the main objective of this dissertation is to understand the correlation between teaching, research and the extension of the Physical Education / Licentiate curriculum, in initial training, in a private institution. Thus, the specifics are to identify the relationships between the institution's management team and its student body in the chosen institution, analyze how the institutional documents expose the relationship between teachers and academics in the proposal to build the professional in training, investigate whether there are difficulties in encouraging teaching, research and extension and, finally, ascertaining how the curriculum can reconcile the practices of a teacher working in the classroom, with the perspective of also constituting a teacher with a researcher or extension profile. Our interest in the theme came from the different educational stages, which the researcher was submitted to during his educational trajectory; these practices were rarely attractive, because the concept of physical education or what it should be, was the opposite of quality; a loose practice without adding knowledge, where only what was of interest was practiced. This work will focus on a critical and exploratory research, being very close to what is called a case study, as we analyze the physical education / degree curriculum of a private university, entering this reality. Nevertheless, the research is obviously of a bibliographic nature with the support of some techniques and dynamics of document analysis. The admission to the Master's Degree in Physical Education, stemmed from many concerns, which propelled him to (trans) training that we chose since the beginning of our teaching trajectory, continuing the educational cycle during lato sensu and stricto sensu, many concerns they persisted and became distressing, trying to understand the relationship of the past with the present. We analyzed the documents, conducted semi-structured interviews and followed up on the spot of a private institution to prepare this debate. Informal conversations with teachers and students in the corridors and laboratories also allowed us to analyze the legislation with greater clarity and promptness. With these data in hand, we were able to obtain a diagnosis of the course now underlined, highlighting its potential and warning of some weaknesses with its academic training. We used the resource of capturing information through informal conversations, based on a previous script, of which some members of the researched university would be asked. That said, this work aims to transcend the stigmas surrounding physical education, providing the reader with an enriched overview of history; concretization of the persistence of the university constitution, as well as its compilation through the supported curriculum and in the transition between teaching, research and extension.