Formação do professor de educação física: coerências e incoerências.

Abstract

This study aimed to conduct an investigation regarding the training of physical education teachers seeking to analyze the consistencies and inconsistencies with relationship teacher training. For this purpose, relied on a theoretical framework of educational documents such as the Brazilian LSB 9394/96 (Law of Directives and Bases of National Education), the PCNs (National Curriculum), the DCNs (National Curriculum Guidelines) Physical Education as well as renowned national and foreign authors who write about the topic. A qualitative study of the type of case study sought to identify the pedagogical proposal of a Physical Education course at a university in the state of São Paulo, the factors that encourage or discourage the education of teachers. The work was carried out through direct contacts with those involved in working spaces, through interviews and document analysis. Data were analyzed from the perspective of qualitative research as having the theoretical support for analysis of the content. The results suggest that the pedagogical proposal of the investigated bachelor s degree exposes a certain coherency with official documents when elaborated, but is implementation shows clearly incoherencies that can influence a skilled professional to work in the area of Physical Education