Cultura de movimento e saúde nos saberes curriculares da educação física: implicações didáticas à formação social de professores(as)

Abstract

In this work we aim to identify social representations of those entering physical education undergraduate courses about the school knowledge that students should learn in basic education. The method used in this qualitative research was a semistructured interview with 20 first year students from a private university in the city of São Paulo. The interviews were recorded and transcribed for content analysis. We observed that the new generation of physical education teachers no longer has the idea that the focus of the discipline is on how to do it. Although they do not describe their conceptions about school knowledge with theoretical and methodological properties, they start the course believing that physical education is not limited to teaching sports, but learning knowledge, in addition to contributing to social-justice education. We conclude that there is an expectation that the teacher education course will stimulate critical reflection and allow identifying which knowledge should constitute the school curriculum.