Analise comparativa entre os projetos pedagógicos do curso de licenciatura em educação física do Instituto de Educação Física e Esporte — UFAL (2006 a 2019)

Abstract

The objective of this final project was to carry out a comparative analysis between the previous pedagogical Project (PPC) from 2006 and the current PPC from 2019 of the Physical Education Teaching Program at the Institute of Physical Education and Sports (IEFE) of the Federal University of Alagoas (UFAL). Our purpose was to highlight the potential improvements in teacher education that this curricular restructuring can offer. Through the analysis, we sought to understand whether the restructuring of the curriculum, with the repositioning and ordering of the subjects, can contribute to the enhancement of students' skills and critical understanding in their areas of expertise. We also aimed to evaluate which subjects have expanded their offerings, aspects that we believe can contribute to the education of Physical Education teachers. To comprehend the proposed curricular structure, we analyzed the composition of the semesters/periods in the documents that encompassed basic knowledge about human development, the school, and the socio-economic and cultural context, as established in the curricular guidelines of the Physical Education Program, as well as the scientific and cultural contents required for teaching programs and the specific knowledge of the field of action. As a result, we identified that the education proposed in the 2019 PPC seeks integration between theory and practice, exploring knowledge about human beings, culture, and society, encompassing aspects related to philosophy, psychology, anthropology, culture, society, history, and scientific-technological production. Methodologically, this study is of a qualitative nature and has a documentary character. Through the analysis, we identified that the areas of concentration in the current proposal (PPC/2019), within the dimensions that encompass the connection between theory and practice through internships, present gains in teacher education. Furthermore, the transition between the pedagogical projects indicates that the education of students from a critical and scientific perspective has been more emphasized, especially through the pedagogical subjects. In conclusion, we observed that the changes in the content offered for the education of Physical Education teachers at UFAL, highlighting the improvements brought by the new PPC in 2019. This analytical reflection on the importance of curriculum updating and the impact of these transformations on the education of future professionals who will work in Basic Education was fundamental for the continuous improvement of the program.