O processo de constituição histórica das diretrizes curriculares na formação de professores de Educação Física
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Data
2008-08-01
Autores
Benites, Larissa Cerignoni [UNESP]
Souza Neto, Samuel de [UNESP]
Hunger, Dagmar Aparecida Cynthia França [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade de São Paulo (USP), Faculdade de Educação
Resumo
Os processos históricos que permeiam as diretrizes curriculares possibilitaram enxergar quais são as idéias e as preocupações para com a formação de professores no âmbito da Educação Física. Dentro desse contexto, o objetivo foi averiguar, nas políticas públicas de formação de professor dessa disciplina, como ocorreu o processo de qualificação e certificação, buscando entender as justificativas que orientaram a regulamentação dos normativos legais de 1939 a 2004. Portanto, trata-se de um estudo descritivo, de análise qualitativa, tendo como fonte primária as Diretrizes Curriculares veiculada pela imprensa oficial. As novas Diretrizes Curriculares (Resoluções CNE/CP 01/2002, 02/2002 e 7/2004) apontaram perspectivas na formação de um professor mais qualificado para o seu campo de atuação, priorizando a questão da dimensão política da profissão, das competências e do corpo de conhecimento da área. Embora haja progressos em relação aos normativos anteriores, chama-se atenção para a necessidade de que as propostas em construção façam a mediação entre a proposta atual, o percurso histórico do próprio curso e a relação teoria-prática, visando o equilíbrio na formação. A proposta das novas diretrizes não deixa de evidenciar avanços significativos no horizonte da profissionalidade docente e da identidade profissional docente. da mesma forma, para o leitor ou estudioso atento, não deixa de causar preocupação o excesso de competências técnicas colocadas, passando-se a impressão de que agora o que vale é o primado do saber fazer.
The historical processes that permeate curriculum guidelines made it possible to see what are the ideas and concerns in the formation of teachers of Physical Education. In this context, the objective here was of investigating how the qualification and certification processes were developed in the public policies for the education of these teachers, in an attempt to understand the reasons that guided the establishment of the legal norms put in place from 1939 to 2004. It is, therefore, a study of a descriptive nature, of qualitative analysis, having as its primary sources the Curriculum Guidelines published by the official press. The new Curriculum Guidelines (Resolutions CNE/CP 01/2002, 02/2002 e 7/2004) set the perspectives for the formation of a teacher more qualified in his/her field of work, giving priority to the question of the political dimension of their profession, of competences and of the body of knowledge in the area. Although there has been progress in comparison to previous norms, the article draws attention to the fact that proposals under construction need to bring together the current proposal, the historical path of the course, and the theory-practice relationship in order to achieve equilibrium in the formation. One cannot deny that the proposal for new guidelines does show significant progress in terms of the teacher professionalism and teacher professional identity. Nevertheless, the careful reader or scholar cannot fail to worry about the excessive technical competences set up, which give the impression that now all that matters is the know-how.
The historical processes that permeate curriculum guidelines made it possible to see what are the ideas and concerns in the formation of teachers of Physical Education. In this context, the objective here was of investigating how the qualification and certification processes were developed in the public policies for the education of these teachers, in an attempt to understand the reasons that guided the establishment of the legal norms put in place from 1939 to 2004. It is, therefore, a study of a descriptive nature, of qualitative analysis, having as its primary sources the Curriculum Guidelines published by the official press. The new Curriculum Guidelines (Resolutions CNE/CP 01/2002, 02/2002 e 7/2004) set the perspectives for the formation of a teacher more qualified in his/her field of work, giving priority to the question of the political dimension of their profession, of competences and of the body of knowledge in the area. Although there has been progress in comparison to previous norms, the article draws attention to the fact that proposals under construction need to bring together the current proposal, the historical path of the course, and the theory-practice relationship in order to achieve equilibrium in the formation. One cannot deny that the proposal for new guidelines does show significant progress in terms of the teacher professionalism and teacher professional identity. Nevertheless, the careful reader or scholar cannot fail to worry about the excessive technical competences set up, which give the impression that now all that matters is the know-how.
Descrição
Palavras-chave
Formação de professores, Educação Física, Diretrizes Curriculares, Políticas públicas, Teacher formation, Physical Education, Curriculum guidelines, Public policies
Como citar
Educação e Pesquisa. Faculdade de Educação da Universidade de São Paulo, v. 34, n. 2, p. 343-360, 2008.