Realidade e possibilidades da formação de professores de Educação Física: contribuições ao debate.

Abstract

The present work was built with the purpose of bringing contributions to the debate about teacher education. Starting from the historical determinations and contradictions, we delimit our problematic in the following terms: What is the reality of teacher training in the current historical moment of structural crisis of capitalism, and what are the possibilities of a theoretical-methodological orientation in teacher training from the omnilateral conception of human training? We elected as a general objective: To analyze the current reality of human formation in general, of teacher's formation in particular and the formation of Physical Education teacher as a singular expression, whose objective is to contribute to the debate of the formation of Education teachers in a perspective of defense of a teacher's formation in which the future teacher can access the maximum possibilities of development in his/her formative process. We share the Dialectical Historical Materialism as a Theory of Knowledge and Scientific Method. This is a bibliographic-documentary research. For the bibliographical research, we used as instruments: national orientation documents for teacher training, national and physical education teacher training, articles, books, dissertations, and master's and doctorate theses that could help us reach our research goal. In the analyses developed in this work, it is evident that the field of teacher education has been marked by trends of curricular and pedagogical emptying, especially by the inconsistency of recently approved curricular policies, especially Law 13.425/2017 - High School Reform and Resolution CNE/CP No. 02 of December 20, 2019 - New Common Base for Initial Teacher Education, and Parecer CNE/CP 15/2018 - New BNCC, inconsistent from the pedagogical point of view and that go backwards in terms of knowledge organization. While in the training of Physical Education teachers, this dynamic has been bringing a clear trend of curricular and professional fragmentation, by the dichotomy Licenciatura x Bacharelado, due to the backwardness of the most recent curricular policies implemented by the Federal Government, especially Resolution CNE/CP 06/2018. We conclude that the defense of the points of Resolution 02/2015, in addition to the paradigm of the expanded degree in the general scope of teacher education, linked to Critical Historical Pedagogy and the Critical Overseeing Approach constitute the most advanced curricular and pedagogical contributions for an education that values omnilateralism.