Análise dos projetos pedagógicos dos cursos de Licenciatura em Educação Física das universidades públicas do Estado de Alagoas no contexto do web currículo

Abstract

This thesis investigates the integration of Web Curriculum principles into the Pedagogical Course Projects (PPCs) of Physical Education undergraduate programs at public universities in Alagoas, focusing on the incorporation of Digital Technologies (DT). The study is based on the context of the growing digitalization of education and the need to align teacher training with the demands of digital culture, problematizing how the curricula of these programs incorporate DT in a systemic and intentional manner. The overall objective is to document how the PPCs integrate Web Curriculum principles, aiming to structure curricula focused on the inclusion of DT in the educational process. This qualitative research adopted document analysis as its method, examining the PPCs of the Federal University of Alagoas (UFAL), Maceió and Arapiraca campuses (in-person modality), and the State University of Health Sciences of Alagoas (UNCISAL), distance learning (EaD). The data were processed using content analysis and the Iramuteq tool for lexical analysis. The results reveal heterogeneous levels of integration, with UNCISAL presenting a more explicit and structured incorporation of the Web Curriculum, mediated by Virtual Learning Environments (VLE) and active methodologies, while UFAL's in-person PPCs demonstrate a more implicit and fragmented approach, with mentions of DT but without cross-curricular articulation. The conclusion is that, although the importance of DT is recognized, the operationalization of the Web Curriculum in the documents analyzed is incipient and uneven, requiring the revision of the PPCs to clarify digital competencies, the promotion of continuing teacher education, and investment in technological infrastructure. The study contributes to the field by highlighting the gap between institutional discourse and curricular practice, suggesting the need for more deliberate pedagogical policies and strategies to implement teacher education aligned with the demands of digital culture.