A formação dos professores de educação física no contexto da crise estrutural do capital

Abstract

We aim to analyze the possible implications of the structural crisis of capital in current resolutions for the training of Physical Education teachers. For this, we used the onto-method, whose reference emerges from the Marxian-Lukacsian productions. Consequently, the study unfolded from a bibliographical and documental research. With regard to bibliographical research, we resorted to Marx, Engels, Mészáros, Pagiano, Lessa, Tonet, Jimenez, Oliveira, among others. The authors helped us in the ontological understanding of work, education and Physical Education in the formation and reproduction of the social being. Besides the ontological aspects, we demarcate that these three complexes (work, education and physical education), together with, human education and the training of Physical Education teachers were subordinated to the reproductive interests of capital, after the emergence of capitalism. In the second part of the study, we focus on the bibliographic productions that deal with the structural crisis of capital, revealing its links with documentary research. In this way, with regard to documentary research, we resorted to statements from Jomtiem, New Delhi, Dakar, Incheon; global monitoring reports issued by Unesco and resolutions dealing with teacher training in Physical Education (in particular n.º 03/1987; n.º 07/2004; n.º 6/2018 and n.º 2/2019). The productions showed that with the structural crisis, the world of salaried work was transformed, demanding a new organization of world (formal) education. In view of this, international organizations issued different declarations and reports, which wove guidelines for basic education (to secondary education, more specifically) and teacher training. In this scenario, the structural crisis implied a teacher training in Physical Education that was private, EaD, conservative, fragmented, quick and based on the pedagogy of competences and the pedagogy of the reflective teacher. Faced with this new context, we draw attention to the need for a socialist offensive and the recovery of working-class radicalism in defense of the construction of a society truly free, humanly emancipated, communist! In this sense, we ended the study by presenting the simple contributions of Emancipatory Educational Activities for teacher training in Physical Education committed to this process.