A formação profissional e o currículo em redes de interesses: a reforma curricular das licenciaturas - em análise o Curso de Educação Física da UFPel.

Abstract

This dissertation describes a case study that analyzes how restructuring of Teacher Education programs (undergraduate), which has been occurring since 2005, had been recontextualized in the process of creation of new courses in Physical Education, at UFPel – Federal University of Pelotas, and how this process is related with new professional identities. The study consisted of a documental analysis of national policies, with a delimited empirical data focused on the courses of the School of Physical Education of the Federal University of Pellets. The work discusses pedagogical and political aspects of this curricular restructuring, and describes how it was constructed in this institution, in terms of teachers and students involvement. This analysis try to understand what kind of involvement, which instances get involved (department, etc), describing and discussing political arenas and battles over curriculum and school knowledge issues. It presents the most significant changing and discusses the proposals of legal documents for this restructurin. The data come from documentary analysis, semi-structured interviews, and the analytical perspective used Ball’s approach through the macro and micro contexts, the implications of the written curriculum and the pedagogical views for the new professional identities in the new Teacher Physical Education program (licenciatura/bacharelado) of the UFPel. In doing so, were established as theoretical and methodological framework the Stephen Ball’s Cycle of Politics, in which the most important thing is the interconnection of the contexts (the contexts of influence, of production of the text and the practical one). It was applied with the concept of Bernstein’s recontextualizing in order to understand professional identities related to the global/local, macro/micro, social relations.