Aspectos pedagógicos da formação de professores/as de natação: uma análise sobre a produção acadêmica

Abstract

The present work aims to analyze the pedagogical aspects of swimming and support the training of teachers in the field through a bibliographic survey. This is a bibliographic research, with an exploratory and qualitative nature, based on Gil (2002), who conceptualizes and differentiates these research modalities, and on Campello et al. (2000), who highlight the relevance of theses and dissertations as primary sources of scientific production in the field of Physical Education. Eight academic works were selected and examined (including dissertations, a thesis, and articles) located in databases such as NUTESES and Google Scholar, as well as in scientific journals such as the Revista Brasileira de Ciências do Esporte (RBCE) and Revista Conexões. The analysis was conducted based on four central axes: (1) the training of swimming teachers; (2) the methodologies adopted in the research; (3) the conceptions of teacher and teaching; and (4) the historical transformations identified in the field. The results show that, although teacher education in Physical Education has advanced toward a critical and humanizing perspective, gaps still persist between technical and pedagogical training, especially after the separation between the licentiate and bachelor's degrees. The analyzed works emphasize the importance of the integration between technical, pedagogical, and affective knowledge, recognizing the body as an essential dimension of learning and human development. It was also found that scientific production is concentrated in the Southeast and South regions of Brazil, reflecting regional inequalities in the distribution of graduate programs. It is concluded that the training of swimming teachers should be understood as a continuous, reflective, and humanizing process that unites theory and practice in favor of a critical, creative, and emancipatory education.