Formação inicial de professores de educação física da UFRPE e o trato com o conhecimento handebol

Abstract

The teacher’s training still has some spotlight in the brazilian education research because it allows the comprehension of the pedagogical process and its objective and subjective conditions. Regarding sports teaching, the physical education teachers’ training curriculum must be based on the sportive practice in order to develop the student in a full manner. According to the document that guide the pedagogical practice in Pernambuco state, the scholar physical education must be treated through the critical-overcome perspective. Among the sports modalities, the handball is practice in schools but it not so expressive outside this environment. However, it contributes to the human values construction and development in the scholar context. The present study was proposed due to the lack realized in the initial formation of the UFRPE physical education course relates to this sport. The aim of the study was to analyze the teacher training curriculum of the UFRPE physical education teachers and the knowledge with the handball. The knowledge theory utilized was the historical-dialectical materialism. The scientific method, research and exposition, was the dialectical materialism. Our empirical camp was the knowledge production about the our research object and, for that, the empirical sources were the course political pedagogical project and the graduates. The data collect instruments were the empirical source systematic through the critical reading of the official document and the semi-structured interview. The content analysis technique was utilized to classify the data. The results were organized and systematized by the argumentation exposition and contradictions about the categories: Relationship between the general and specific elements of the sports phenomenon, Relationship of the discipline with the official documents, Dealing with the knowledge coming from the class and the OTM, PCPE, and Dealing with handball knowledge. After the curriculum analysis, facing with the interviews, we highlighted that it is necessary a more intimate relationship between the theory and pedagogical practice in the teaching-learning process of the discipline Group Sports Methodology, considering an approach with the pedagogical reality the graduates will work in. We conclude that the curriculum does not demonstrate a closer relationship with the amplified curriculum as a proposal for the scholar physical education teaching