Análise dos TCCs da licenciatura em educação física do IEFE/UFAL: reflexões sobre a produção de 2019 a 2023

Abstract

If we take as a reference the northeastern tendency to think about thematic investigative paths in Alagoas, it is possible to glimpse, based on data from the past decade, that the direction of studies in Physical Education in the state and, consequently, at the Federal University of Alagoas (UFAL) and the courses linked to it would result in a reduction in scientific attention dedicated to school Physical Education (PE) and teacher training. Given the academic-scientific scenario described, carrying out an analysis of the research being developed in the PE degree at UFAL becomes inevitable. This course completion work (TCC) had as its research problem the following question: How has the course and degree in PE from the Institute of Physical Education and Sport (IEFE) at UFAL contributed to the production of knowledge in school PE in Alagoas? This study was developed as a descriptive and exploratory research, with a quantitative-qualitative approach to the research findings and its general objective was to understand epistemological and thematic trends in CBT research in the degree in PE at IEFE/UFAL. We analyzed TCCs available in the UFAL Institutional Repository (RIUFAL), with the time frame being all works available since the creation of the repository and IEFE itself, both in 2017, until August 17, 2023, when we ended the searches. We collected and systematized information regarding research metadata and their respective summaries from the 75 TCCs analyzed. From reading the abstracts, to identify existing epistemological trends in the analyzed production, we classified the works based on two theoretical categorizations established a priori. They were the productions of Bracht et al. (2011; 2012) and Gouveia (1971). Furthermore, we submitted the summaries of the TCCs for analysis in the Iramuteq software, in order to produce their thematic identification. The results found in the theoretical classifications mobilized show us a scenario of little diversified productions. According to the classification by Bracht et al. (2011) we found a large number of productions with diagnostic and descriptive characteristics, but with few works that aimed to intervene or discuss the theoretical bases of School Physical Education. Furthermore, from Gouveia (1971), data indicate a distancing from the school, with 27 TCCs, 36% of the total, consisting of research carried out within the university. Politically, this work has the potential to support the planning and development of IEFE's scientific programs and actions, especially for its undergraduate course, with a view to encouraging and qualifying the training of teacher-researchers, especially with a focus on producing updated knowledge on what underpins PE in the school and educational context, as well as purposeful studies of experimenting with new didacticpedagogical PE teaching processes.