Formação dos(as) professores(as) de educação física: contribuições do PIBID-UFRPE (2011 – 2018)

Abstract

The present study sought to recognize the contributions of the PIBID-UFRPE in the training of teachers of the Degree in Physical Education at UFRPE, from the graduates who participated in the Program, and who are working professionally as teachers in the area of education. physical education in public or private schools. We emphasize that the object of this research is situated in the context of deep attacks on education, with the lack of investments, continuous budget cuts and the dismantling of public policies. The PI-BID has been integrated into the Physical Education Degree at UFRPE since 2011, the year following the creation of the course itself. In the course of the research, we carried out an analysis of the PPP of the course, of the subproject of PIBIB-UFRPE-EF, establishing the links and relationships with the principles of ANFOPE. The research was built with the historical-dialectical materialism as a theoretical-methodological contribution, using a qualitative approach. As a data collection instrument, we used a questionnaire applied to course graduates who participated in the PIBID from 2011 to 2018. For data processing and analysis, we used content analysis (SEVERINO, 2013). Based on the answers analyzed on the contributions of PIBIB-UFRPE-EF in training, we found: 1) consistency in the theoretical basis on pedagogical and specific knowledge; 2) understanding the inseparable relationship between theory and practice; 3) the cultural expansion of graduates; 4) understanding of inter-disciplinarity; 5) the incorporation of research into their training process; 6) experiences of democratic management at school; 7) understanding of the social and political commitment to teaching and 8) reflections on the profession of physical education teacher and working conditions. In view of the above, we thus recognize the relevance of PIBIB-UFRPE-EF in the initial training of physical education teachers at UFRPE, considering the links and relationships with the pillars proposed by ANFOPE subsidizing the construction of the course curriculum and contributing to the performance of these teachers, consequently raising the quality of Brazilian basic education.