A relação teoria-prática no processo de formação do professor de Educação Física

Abstract

The aim of this research is the relationship between theory and practice on the Physical Education professional formation. Its main purpose was to analyze in which extension the proposal of training period, named Estágio Vivenciado (EV)1 in the Universidade Federal de Uberlândia (UFU)2 has contributed to the advance towards a theoretical and practical unit within the formation process. This Training Period proposal was implemented in the Course in 1990, in order to put the students in the way of practicing teaching activities all over their academic period as well to eradicate theory/practice and thecnical/pedagogical disciplines dualism’s. However, along these tem years, no inquiry was performed in order to analyze in a systematic way this activity development. So, this search has as specific purposes: a) analyze the historical context in which it was the Physical Education Course was created and developed; b) analyze the main curriculum modifícations in the Course, explaining the main reasons that have guided these modifícations; c) analyze the discipline programs that requires the EV period, trying to identify their purposes, contents, work dynamics and evaluation proposals; d) identify which are the main problems pointed by bachelors and professors conceming to the theory/practice unit, taking special care with the EV period development; e) identify in which extension the EV period has contributed to the solution of problems related to the theory/practice unit in the formation of Physical Education professionals in UFU. As a 1 Experienced Training Period. 2 Federal University of Uberlândia.general inquiry procedure, we tried to apprehend the search object as a constitutive element of a more spread and complex context under the logic that guides work organization in the Capitalist System. The ambit of data collecting was UFU’s Physical Education Course, involving document analysis and interviews to professors and bachelors in order to complement the informations required to this search. The results evidence that although it is possible to accord that the experience of EV Period in the Physical Education Licentiate Course is nowadays one of the more modem and rich altematives for overdrawing the established historical dichotomy between theory and practice, within the teachers formation courses, this experience has not fulfilled yet its role as a mediator between theory and practice relationship. The reason for this is that pedagogical practices and the knowledge dealing within the Course do not privilege the training period as na opportunity for inquiry, intervention and disciplinary work.