THE IMPACT OF THE CURRICULUM ON THE FORMATION OF THE TEACHER: A STUDY WITH GRADUATES OF A PHYSICAL EDUCATION COURSE

Abstract

This study unites the results of a research that took place between July of 2004 and June of 2005. It has as central theme the initial formation of Bachelor in Physical Education and the scope that surrounds the study is the initial formation of a private university that has as objective to form educators to act on school and non-scholastic spaces. The main objective of the study was to identify the Social Representations on Physical Education built by a group of graduating students of the Physical Education course of this University and their possible relations with the institutional curricular proposition. a case study, with qualitative theoretic-methodological focus. The main instruments of investigation used were the analysis of documents and semi-structured interviews. The collaborators were 13 graduating students of the course of Physical Education on the second semester of 2004, selected by their period of entering in the course: first semester of 2000 or after. This criteria of selection regards the period in which the mentioned curriculum was valid on the institution. From the perspective of the studied group, against the curricular orientation, the pedagogic methodologies in Physical Education is identified with an improvement of physical condition and prevention of illnesses. The teacher of Physical Education is identified as a model of body and health and the formation of the collaborative students is almost exclusively based on representations attributed to teaching methodologies, from non-scholastic spaces. Another representation present on the speeches of the collaborators is the shallowness of the understanding of concepts related to Education, Body, Life Quality, Health and even Physical Education, existing no differences between their speeches and the “speeches” of the universe of “common sense”. There is still the maintenance of pre-conceived and simplistic ideas regarding the school space.