A produção do conhecimento do subprojeto PIBID educação física: realidade e possibilidades no trato com conhecimento na formação inicial de professores

Abstract

The present research inserts in the debate about the initial training of physical education teachers in Institutional scholarships and Program initiation to teaching-PIBID. So we have as object of study the deal with the specific expertise of Body Culture in initial formation, in order to explain how this deal from the selection, organization and systematization of knowledge. We problematize the formation and initiation into teaching, from criticism of the selection, organization and systematization of specific knowledge on the part of the scholars of the subprojects PIBID physical education in Brazil, having as a source of data for the analysis annals of CONBRACE 2011-2015. We start from the following problem: What pedagogical propositions subprojects PIBID Physical Education guide training, selection, organization and systematization of the knowledge of Body Culture and give the pedagogies of coping learn to learn? Aim mainly to present a balance sheet of production the PIBID EF in Brazil about the deal with the specific expertise of body culture, based on the work of the CONBRACE – GTT5 shcoll period 2011 – 2015 that give confrontations to an education based on the capitalist mode of production. Specifically, recognize the PIBID Physical Education productions about the deal with the specific knowledge and pedagogical propositions of the teaching of physical education that give support to these subprojects and establish linkages and point out the contradictions and possibilities from the reality that these sub-projects are developing the selection, organization and systematization of the knowledge of body culture. From the reference-oriented historical materialism dialectic we perform data analysis and seek the location of which is substantial, which enabled us to identify from the reality about initial formation and initiation to the teaching of physical education teachers. To which we aim for the understanding of this process in the current conjuncture of brazilian Education and criticism on the core between establishing linkages between the clashes on the agenda about a teacher education and a public school to change the reality of an education based on a historical project. We conclude that the sub-projects PIBID Physical Education according to papers presented at CONBRACE has the need to move forward on the deal with knowledge regarding the Organization and systematization, even pointing mostly as its methodological referential of teaching from the surpassing critical proposition.