Formação, capacitação, carreira e intervenção profissional em Educação Física na perspectiva de treinadores paralímpicos brasileiros
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2018-08-17
Autores
Silva, Cláudio Silvério [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esse estudo teve como objetivo, levantar na perspectiva de treinadores paralímpicos brasileiros, elementos de responsabilidade da formação inicial em Educação Física (EF); da capacitação profissional para intervenção no desporto paralímpico; as perspectivas de carreira profissional e as diferenças de intervenção profissional entre desporto olímpico e paralímpico. Quanto à metodologia foi utilizada a abordagem qualitativa de pesquisa, sendo o instrumento metodológico a entrevista semiestruturada e a análises dos dados através da Análise de Conteúdo (AC). Participaram do estudo catorze treinadores das seleções nacionais paralímpicas das modalidades: atletismo e natação. Os resultados demonstraram que o ingresso na carreira de onze participantes foi ocasional, e três ingressaram por opção. Quanto aos elementos de responsabilidade da formação inicial em EF, foram levantados: os conteúdos relacionados à classificação desportiva; deficiências; modalidades paralímpicas; prática; abrangência dos currículos de EF; isolamento do desporto paralimpico nos currículos; possibilidade de aproximação entre CPB e a Universidade; formação continuada através dos cursos da APB; experiências de contato com pcd, e o domínio da modalidade desportiva, desde que o treinador já tenha sido praticante da mesma. Os elementos para a capacitação segundo os participantes foram: certificação através dos cursos da APB; pós-graduação em nível superior; prática; conhecimentos específicos, sendo esses: a fisiologia, biomecânica e o treinamento desportivo. As perspectivas de carreira, foram consideradas, de maneira unanime, promissoras, nos seguintes aspectos: insatisfação com o desporto olímpico e migração para o paralímpico; possibilidade de ingressar na carreira por opção; desenvolvimento organizacional e técnico do desporto paralímpico nacional; valorização financeira; demanda de profissionais nesse campo de trabalho; ascensão profissional; investimento financeiro no desporto paralímpico e autonomia na gestão da carreira. Quanto às diferenças entre desporto olímpico e paralimpico os participantes ressaltaram a adaptação e a técnica enquanto expedientes da intervenção; conhecimentos sobre as deficiências e as relações com pais de atletas e entre treinador e atletas. Desta maneira, a partir dos dados analisados, propomos os seguintes encaminhamentos: Em relação à formação inicial em EF, no que tange à formação do bacharel, é necessária uma formação direcionada ao desenvolvimento das capacidades e habilidades à intervenção, definindo procedimentos, e propiciando ao graduando orientação para a construção de carreira profissional. A capacitação é o momento de aprimoramento, sendo assim, é necessário pensar em uma continuidade de formação, por exemplo, a residência, semelhantemente à médica e a pedagógica. No que tange à carreira, o desporto paralímpico, assim como o desporto convencional, dependem ainda dos investimentos privados e estatais. Para tanto, ambos, deveriam fazer parte de uma política de estado com melhor remuneração e valorização profissional de treinadores. No que diz respeito à intervenção profissional, essa deve ser favorecida pelas pesquisas aplicadas, aproximando ciência da realidade dos treinadores; democratização profissional através de concursos públicos; e comprometimento entre Ministério do Esporte, CPB e Universidade. No que tange, à conclusão da tese, destacamos que: o ingresso ocasional indica, além da ausência do desporto paralímpico na formação, a incipiente preparação das instituições formadoras quanto à orientação de construção de carreira no desporto paralímpico, pois uma formação adequada pode favorecer o ingresso por opção. A formação inicial em EF em relação ao desporto paralimpico, na perspectiva de disciplinas, é um limite que fragiliza a própria formação. As capacitações existentes é um encaminhamento, porém pouco divulgadas, para que egresso em EF acessem as mesmas, sendo necessário formalizar parcerias entre Universidade e CPB. As perspectivas de carreira, embora tenha sido considerada promissoras, dependem de investimentos médio e longo prazo, e de mobilização política em torno do desporto paralímpico, enquanto política estatal. Em relação às diferenças de intervenção profissional entre desporto olímpico e paralímpico, conclui-se que as especificidades do desporto paralímpico demandam formação e capacitação dos treinadores com base em conhecimentos científicos, pedagógicos e tecnológicos na definição de procedimentos para a intervenção. Desta forma, a formação, capacitação, carreira e intervenção, são aspectos vinculados que propõe construção de carreira profissional, perspectivas ainda pouco explorados na área na EF e no desporto paralímpico, diferentemente das engenharias e tecnologias.
This study aimed to raise, from the perspective of Brazilian Paralympic coaches, elements of responsibility for initial training in Physical Education (PE); professional training for intervention in Paralympic sports; career prospects and differences in professional intervention between Olympic and Paralympic sports. As for the methodology, the qualitative research approach was used, and the methodological instrument being the semistructured interview and the analysis of the data through Content Analysis (CA). Fourteen coaches of the National Paralympic teams of athletics and swimming participated in the study. The results showed that the admission to the career of eleven participants was occasional, and three entered by choice. Regarding the elements of responsibility for initial training in PE, the contents related to the classification of sports were raised; type of impairment; Paralympic modalities; practice; comprehensiveness of EF curricula; isolation of paralympic sport in curricula; possibility of an approximation between CPB and the University; continuing training through APB courses; experiences of contact with person with impairment, and the mastery of the sport, in a way that has already been, or is a practitioner of the same. The elements for the training according to the participants were: certification through APB courses; postgraduate studies; practice; knowledge, including physiology, biomechanics and sports training. Career prospects were considered unanimously promising in the following aspects: dissatisfaction with Olympic sport and migration to the Paralympic; possibility of entering the career by choice; organizational and technical development of the national Paralympic sport; financial valuation; demand of professionals in this field of work; professional ascension; financial investments in Paralympic sport and autonomy in career management. As for the differences between Olympic and Paralympic sports, the participants emphasized adaptations and technique as intervention files; knowledge about disabilities and relationships with parents of athletes and between coaches and athletes. In this way, based on the data analyzed, we propose the following referrals: In relation to the initial formation in EF, in what concerns to the formation of the bachelor, it is necessary a formation directed to the development of the capacities and abilities to the intervention, defining procedures, and providing to the graduating orientation for the construction of professional career. The training is the moment of improvement, so it is necessary to think about a continuity of training, for example, the residence, similar to medical and pedagogical. Paralympic sports, as well as conventional sports, also depend on private and state- owned investments. To do so, both should be part of a state politics with better pay and professional appreciation of coaches. With regard to professional intervention, this should be favored by applied research, bringing science closer to the reality of coaches; professional democratization through public tender; and commitment between the Ministry of Sports, CPB and University. Regarding the conclusion of the thesis, we conclude that: the occasional admission indicates, in addition to the absence of Paralympic sport in the formation, the incipient preparation of the training institutions regarding the orientation of career building in the Paralympic sport, since adequate training can favor the ticket option. The initial training in EF in relation to Paralympic sport, from the perspective of disciplines, is a limit that weakens the training itself. The existing training is a referral, but little publicized, so that egress in EF access them, and it is necessary to formalize partnerships between University and CPB. Career prospects, while considered promising, depend on medium- and long-term investments, and on political mobilization around Olympic and Paralympic sport as state policy. Regarding the differences of professional intervention between Olympic and Paralympic sports, it is concluded that the specificities of the Paralympic sport require the training and qualification of the trainers based on scientific, pedagogical and technological knowledge in the definition of procedures for the intervention. In this way, the training, qualification, career and intervention are related aspects that propose a professional career construction, perspectives still little explored in the EF and the Paralympic sport, unlike the engineering and technologies.
This study aimed to raise, from the perspective of Brazilian Paralympic coaches, elements of responsibility for initial training in Physical Education (PE); professional training for intervention in Paralympic sports; career prospects and differences in professional intervention between Olympic and Paralympic sports. As for the methodology, the qualitative research approach was used, and the methodological instrument being the semistructured interview and the analysis of the data through Content Analysis (CA). Fourteen coaches of the National Paralympic teams of athletics and swimming participated in the study. The results showed that the admission to the career of eleven participants was occasional, and three entered by choice. Regarding the elements of responsibility for initial training in PE, the contents related to the classification of sports were raised; type of impairment; Paralympic modalities; practice; comprehensiveness of EF curricula; isolation of paralympic sport in curricula; possibility of an approximation between CPB and the University; continuing training through APB courses; experiences of contact with person with impairment, and the mastery of the sport, in a way that has already been, or is a practitioner of the same. The elements for the training according to the participants were: certification through APB courses; postgraduate studies; practice; knowledge, including physiology, biomechanics and sports training. Career prospects were considered unanimously promising in the following aspects: dissatisfaction with Olympic sport and migration to the Paralympic; possibility of entering the career by choice; organizational and technical development of the national Paralympic sport; financial valuation; demand of professionals in this field of work; professional ascension; financial investments in Paralympic sport and autonomy in career management. As for the differences between Olympic and Paralympic sports, the participants emphasized adaptations and technique as intervention files; knowledge about disabilities and relationships with parents of athletes and between coaches and athletes. In this way, based on the data analyzed, we propose the following referrals: In relation to the initial formation in EF, in what concerns to the formation of the bachelor, it is necessary a formation directed to the development of the capacities and abilities to the intervention, defining procedures, and providing to the graduating orientation for the construction of professional career. The training is the moment of improvement, so it is necessary to think about a continuity of training, for example, the residence, similar to medical and pedagogical. Paralympic sports, as well as conventional sports, also depend on private and state- owned investments. To do so, both should be part of a state politics with better pay and professional appreciation of coaches. With regard to professional intervention, this should be favored by applied research, bringing science closer to the reality of coaches; professional democratization through public tender; and commitment between the Ministry of Sports, CPB and University. Regarding the conclusion of the thesis, we conclude that: the occasional admission indicates, in addition to the absence of Paralympic sport in the formation, the incipient preparation of the training institutions regarding the orientation of career building in the Paralympic sport, since adequate training can favor the ticket option. The initial training in EF in relation to Paralympic sport, from the perspective of disciplines, is a limit that weakens the training itself. The existing training is a referral, but little publicized, so that egress in EF access them, and it is necessary to formalize partnerships between University and CPB. Career prospects, while considered promising, depend on medium- and long-term investments, and on political mobilization around Olympic and Paralympic sport as state policy. Regarding the differences of professional intervention between Olympic and Paralympic sports, it is concluded that the specificities of the Paralympic sport require the training and qualification of the trainers based on scientific, pedagogical and technological knowledge in the definition of procedures for the intervention. In this way, the training, qualification, career and intervention are related aspects that propose a professional career construction, perspectives still little explored in the EF and the Paralympic sport, unlike the engineering and technologies.
Descrição
Palavras-chave
Formação profissional, Desenvolvimento profissional, Desporto paralímpico, Treinadores, Vocational training, Professional development, Paralympic sports, Coaches