Formação de professores de educação física para atuar no Educação de Jovens e Adultos

Abstract

This study starts from the following problem: How does the education of youth and adults present in undergraduate courses in physical education in public institutions in Pernambuco to attend this type of education? For this purpose we set as a general objective, to analyze how are the undergraduate degrees in physical education in public institutions to meet the students of the EJA modality, from the documents and the speech of the teacher involved. As specific objectives, to present the construction of this modality of education in Brazil; identify the courses that present this discipline in their curriculum matrix; identify how this theme is presented from the discourse of a teacher who works in this teaching modality. It consists of conducting a structured interview with the physical education teacher of a public school in Recife that serves in the modality of teaching the education of youth and adults - EJA and the documentary verification of the training curriculum in the undergraduate courses in Physical Education. The results indicate that there is no concern on the part of the public higher education institutions that offer the degree course in Physical Education with this EJA public, we just identified that in the Federal Rural University of Pernambuco, it contemplates a discipline that deals with methodologies of practices for adults. We identified with the research that the inclusion discourse does not materialize in practice and that this is contradictory., And it becomes even more serious because the exclusionary inclusion according to Kuenzer (2000) is evidenced, through the processes of this exclusionary inclusion process. non-school education is dialectically articulated to the inclusive exclusion processes in the world of work. It turns out to be a strategy that provides an empty certification.