Use este identificador para citar ou linkar para este item: http://repositorio.ufc.br/handle/riufc/62565
Tipo: Artigo de Periódico
Título: A socially-critical curriculum for PETE: students’ perspectives on the approaches to social-justice education of one Brazilian programme
Autor(es): Sanches Neto, Luiz
Venâncio, Luciana
Silva, Eduardo Vinícius Mota e
Ovens, Alan Patrick
Palavras-chave: Complexity thinking;Paulo Freire;Criticality;Social justice education;Curriculum
Data do documento: 2021
Instituição/Editor/Publicador: Sport, Education and Society
Citação: SANCHES NETO, Luiz et al. A socially-critical curriculum for PETE: students’ perspectives on the approaches to social-justice education of one Brazilian programme. Sport, education and society, [s. l.], v. 26, n. 7, p. 704-717, 2021.
Abstract: Brazil is the largest and most influential country in South America with a population of about 211 million. The reality is a country with a wide gap between rich and poor. Many of its issues of (in)equity are related to a complex mix of factors, such as its large population, ethnic and cultural diversity, class and income disparity, late slavery abolishment, unstable democracy and political governance. At a national level, the former Brazilian government attempted to address the challenges outlined above by passing new legislation in 2007 that expanded the services and scope of the federal universities, particularly in respect to increasing access to tertiary education and providing increased support and infrastructure for people of middle- and low-income families. In this paper we analyse a PETE programme offered at one university in the Brazilian Northeast in response to changes introduced as a result of the 2007 legislation. Drawing on the perspectives of graduates from this programme, we examine how they see the complexity of social justice and equity issues from their experience in the course. Data were generated through focus group and individual interviews with former students. We supplemented this with document analysis of key policy and curriculum artifacts produced by the programme, and consultation with professors from the course to better understand the former students’ experiential dynamics. Each participant expressed a strong affinity for and orientation towards social justice as an integral aspect of school physical education. The curricular restructuring enables students to engage with a broad range of content underpinned by ethical, political, aesthetic, epistemological, pedagogical and theoreticalmethodological principles. We consider that this curricular orientation seeks to meet the regional and local needs so that future physical education teachers, in turn, intervene with a more critical socio-cultural perspective in their teaching
URI: http://www.repositorio.ufc.br/handle/riufc/62565
Aparece nas coleções:IEFES - Artigos publicados em revistas científicas

Arquivos associados a este item:
Arquivo Descrição TamanhoFormato 
2021_art_lsneto.pdf1,62 MBAdobe PDFVisualizar/Abrir


Os itens no repositório estão protegidos por copyright, com todos os direitos reservados, salvo quando é indicado o contrário.