Contribuições para o processo formativo na educação física no Brasil: licenciatura ou bacharelado
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Data
2019-11-11
Autores
Campanelli, Fabio [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Educação Física está presente em nossas vidas desde a pré-história, onde o homem, por necessidade de sobrevivência, tinha de ser um exímio corredor, caçador, para poder sobreviver e subsistir. No Brasil, a Educação Física está presente desde a época de seu descobrimento, no ano de 1500, em relatos feitos à corte portuguesa por seu escrivão-mor Pero Vaz de Caminha, que relatou as atividades indígenas como sendo as primeiras manifestações de atividades físicas. A presente tese tem por objetivo geral reconstituir o processo histórico da formação do profissional da Educação Física no Brasil desde a época de seu descobrimento, em 1500, até os dias atuais, com ênfase nas contradições advindas de sua regulamentação decorrente da Lei n.9.696, de 1º de setembro de 1998. A metodologia utilizada, foi um levantamento bibliográfico, sobre a evolução histórica da Educação Física, e de suas leis, decretos e portarias que a regulamentaram desde os primórdios do Brasil colônia até os dias atuais.O objetivo específico é analisar como as alterações do processo de formação, que anteriormente à sua regulamentação estava restrito à atuação exclusivamente em âmbito escolar, influenciaram na redução de egressos na área de licenciatura no Brasil.A pergunta de pesquisa que orienta nossa argumentação é: O processo de formação decorrente das regulamentações que separaram o curso de Educação Física em Licenciatura e Bacharelado, seria o responsável pelo declínio na busca de novos licenciados? Após a regulamentação da profissão que ocorreu tardiamente, somente no ano de 1998 com a promulgação da Lei Federal n.9.696/98, de 1º de setembro de 1998, que também criou o Conselho Federal de Educação Física (CONFEF) e os Conselhos Regionais de Educação Física (CREFs), que passaram a regimentar, por intermédio de resoluções, a profissão. Nota-se que este processo de regulamentação causou e vem causando, mediante um grande processo de ingerência, várias perdas à profissão que culminaram com a separação do curso de Educação Física em duas áreas de formação: a Licenciatura em Educação Física e o Bacharelado em Educação Física, causando uma série de restrições ao profissional formado, impedindo que os egressos possam exercer sua profissão de forma ampla, deixando o licenciado com a área escolar e o bacharel para a área não escolar. Esta separação vem influenciando negativamente na formação de novos professores, acarretando uma queda acentuada no número de novos egressos em licenciatura, caso contrário ao bacharelado, que tem sua procura aumentada ano após ano. A licenciatura vem perdendo espaço para as modalidades de ensino a distância (EaD), tendo uma queda vertiginosa na formação presencial, ou seja, as ingerências dos conselhos são responsáveis diretos pela queda na procura para os cursos de licenciatura. No final do ano de 2018, nova regulamentação foi proposta pelos conselhos, gerando uma forma única de ingresso. Esta nova forma é uma tentativa de recuperar ou, mesmo, de resgatar a identidade profissional do educador físico. Esta nova forma de ingresso seria uma tentativa de voltar ao passado, quando a educação física era uma formação unificada, dando capacitação ao profissional de atuar em qualquer campo de trabalho. Mas as consequências diretas desta nova resolução não podem ser avaliadas no presente momento por estarem em fase de implantação pelas Instituições de Ensino Superior - IES, de forma que não temos subsídios para avaliar seus impactos na formação de novos educadores físicos.
Physical education has been present in our lives since prehistory, where man, for the sake of survival, had to be an expert runner, hunter, in order to survive and subsist. In Brazil, Physical Education has been present since the time of its discovery, in the year 1500, in reports made to the Portuguese court by its chief registrar Pero Vaz de Caminha, who reported indigenous activities as being the first manifestations of physical activities. The present thesis aims to reconstruct the historical process of Physical Education professional formation in Brazil from the time of its discovery, in 1500, to the present day, with emphasis on the contradictions arising from its regulation resulting from Law no. 9,696, September 1, 1998. The methodology used was a bibliographical survey on the historical evolution of Physical Education, and its laws, decrees and ordinances that regulated it from the beginning of colonial Brazil to the present day. The specific objective is analyze how changes in the training process, which prior to its regulation was restricted to acting exclusively at the school level, influenced the reduction of undergraduate graduates in Brazil. The research question that guides our argument is: The resulting training process of the regulations that separated the Physical Education course in Bachelor and B would you be responsible for the decline in the search for new graduates? After the regulation of the profession that occurred late, only in 1998 with the promulgation of Federal Law No. 9,696 / 98, of September 1, 1998, which also created the Federal Council of Physical Education (CONFEF) and the Regional Councils of Physical Education (CREFs), which began to regulate, through resolutions, the profession. It is noted that this process of regulation caused and has caused, through a large process of interference, several losses to the profession that culminated with the separation of the Physical Education course in two areas of formation: the Degree in Physical Education and the Bachelor of Education. Physical, causing a series of restrictions to the professional trained, preventing graduates from being able to exercise their profession in a broad way, leaving the graduate with the school area and the bachelor for the non-school area. This separation has negatively influenced the formation of new teachers, leading to a sharp drop in the number of new graduates, otherwise the baccalaureate, which has its demand increased year after year. The undergraduate degree has been losing ground for distance learning (EaD) modalities, having a sharp drop in classroom training, that is, the interference of the councils are directly responsible for the drop in demand for the undergraduate courses.At the end of 2018, new regulations were proposed by the councils, generating a unique form of entry. This new form is an attempt to recover or even to recover the professional identity of the physical educator. This new form of entry would be an attempt to go back to the past, when physical education was a unified training, enabling the professional to work in any field of work. But the direct consequences of this new resolution cannot be assessed at the moment because they are being implemented by Higher Education Institutions - IES, so we have no subsidies to assess their impacts on the formation of new physical educators
Physical education has been present in our lives since prehistory, where man, for the sake of survival, had to be an expert runner, hunter, in order to survive and subsist. In Brazil, Physical Education has been present since the time of its discovery, in the year 1500, in reports made to the Portuguese court by its chief registrar Pero Vaz de Caminha, who reported indigenous activities as being the first manifestations of physical activities. The present thesis aims to reconstruct the historical process of Physical Education professional formation in Brazil from the time of its discovery, in 1500, to the present day, with emphasis on the contradictions arising from its regulation resulting from Law no. 9,696, September 1, 1998. The methodology used was a bibliographical survey on the historical evolution of Physical Education, and its laws, decrees and ordinances that regulated it from the beginning of colonial Brazil to the present day. The specific objective is analyze how changes in the training process, which prior to its regulation was restricted to acting exclusively at the school level, influenced the reduction of undergraduate graduates in Brazil. The research question that guides our argument is: The resulting training process of the regulations that separated the Physical Education course in Bachelor and B would you be responsible for the decline in the search for new graduates? After the regulation of the profession that occurred late, only in 1998 with the promulgation of Federal Law No. 9,696 / 98, of September 1, 1998, which also created the Federal Council of Physical Education (CONFEF) and the Regional Councils of Physical Education (CREFs), which began to regulate, through resolutions, the profession. It is noted that this process of regulation caused and has caused, through a large process of interference, several losses to the profession that culminated with the separation of the Physical Education course in two areas of formation: the Degree in Physical Education and the Bachelor of Education. Physical, causing a series of restrictions to the professional trained, preventing graduates from being able to exercise their profession in a broad way, leaving the graduate with the school area and the bachelor for the non-school area. This separation has negatively influenced the formation of new teachers, leading to a sharp drop in the number of new graduates, otherwise the baccalaureate, which has its demand increased year after year. The undergraduate degree has been losing ground for distance learning (EaD) modalities, having a sharp drop in classroom training, that is, the interference of the councils are directly responsible for the drop in demand for the undergraduate courses.At the end of 2018, new regulations were proposed by the councils, generating a unique form of entry. This new form is an attempt to recover or even to recover the professional identity of the physical educator. This new form of entry would be an attempt to go back to the past, when physical education was a unified training, enabling the professional to work in any field of work. But the direct consequences of this new resolution cannot be assessed at the moment because they are being implemented by Higher Education Institutions - IES, so we have no subsidies to assess their impacts on the formation of new physical educators
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Palavras-chave
Educação física, CONFEF/CREFs., Licenciatura plena, Bacharelado, Physical Education, Full degree, Bachelor degree