Camila Rinaldi Bisconsini

A PRÁTICA COMO COMPONENTE CURRICULAR NA FORMAÇÃO INICIAL DE PROFESSORES DE EDUCAÇÃO FÍSICA

This research looked into Practice as a Curricular Component (PCC) in the process of Physical Education teachers’ education. The investigation involved students and professors of the Physical Education School at a public university in the state of Parana, Brazil, through semi-structured interviews. We carried out content analysis of records using NVivo 10 software. Students showed no knowledge of PCC, which did not happened in the teacher’s group, who are willing to organize it into the course despite acknowledging the gap in the curriculum for the absence of that component. The current curriculum has to be reorganized with a view to education interconnected with the social space of professional intervention so that teachers acknowledge this scenario according to their specifics and are aware of the relations established there during there work.

FORMAÇÃO CONTINUADA EM PROJETOS E PROGRAMAS SOCIAIS ESPORTIVOS: UM ESTUDO DE CASO

This descriptive, documental research looks into the process of continuing education for the Brazilian Ministry of Sports’ Program Segundo Tempo . Data collection consisted of applying electronic questionnaires to 23 pedagogical coordinators, 267 teachers, and 198 sports monitors from partner organizations as well as consulting internal documents of the National Office for Sports, Education, Leisure and Social Inclusion. By indicating and examining positive and negative aspects, it verified the effectiveness of the process of continuing education triggered by pedagogical training and supported by the teaching material offered to personnel working in the program.

O ESTÁGIO CURRICULAR EM EDUCAÇÃO FÍSICA – BACHARELADO

O objetivo foi identificar como os discentes do ultimo ano de Educacao FisicaBacharelado, das IES do Estado do Parana, qualificam sua formacao inicial e o estagiocurricular. Participaram 340 discentes que responderam um questionario composto porquestoes fechadas. Para analise dos dados utilizou-se frequencia, porcentagem e o testede qui-quadrado de Pearson (p<0,05). Verificou-se associacao significativa entreformacao, disciplinas e o sentimento de confianca em relacao a futura intervencaoprofissional. Contudo, faz-se necessaria a atencao quanto a relacao entre o processoformativo e a realidade, aproximando os conteudos e acoes desenvolvidas com oscampos especificos de intervencao.