Name: BIANCA BISSOLI LUCAS
Publication date: 26/02/2024
Examining board:
Name |
Role |
|---|---|
| FELIPE QUINTAO DE ALMEIDA | Advisor |
Summary: The National Program for the Integration of Professional Education with Basic Education for Young People and Adults (PROEJA) was formalized by Decree no. 5.478/2005 and later, formalized by Decree no. 5.849/2006. The provision of PROEJA became mandatory in Federal Education Institutions, and expanded the possibility of Youth and Adult Education, and in this context the Physical Education curricular component began to be offered. It was in this context that our research emerged, with the main objective of understanding how the practice of Physical Education in PROEJA is characterized on a campus of the Federal Institute. This research is of a qualitative and ethnographic nature, based on observation and direct contact between the researcher and the object of study, using techniques that involve direct observations, field diary recording, interviews, application of questionnaires and analysis of institutional documents. The research results indicate that: a) PROEJA at the researched Institute lives antagonistic questions, experienced by a tension between the discrimination of young people and adults who return to study, and the defense of an education that contributes to the rescue of dignity; b) revealed existing tensions between Physical Education teachers and Coordinators belonging to the PROEJA training project. Which indicates that relations with the school community constitute a space of relations where power and prestige feed tensions in the development of the curriculum; c) the quantitative data pointed to a positive experience of students with Physical Education, which began in the previous school experience, and which resulted in coincident learning in different school experiences, centered mainly on sports, health preservation and other aspects, such as teamwork; d) predominance of professors who completed their graduation course before the 1990s, that is, an instrumental and biological training, centered on sports practices, strong and healthy body and on the development of physical aptitude; e) Teacher training has had an impact on the practice of Physical Education, on the training of subjects and on the permanence of the offer in PROEJA, since these are not compatible with the objective of integral and emancipatory training of PROEJA; f) necessary redefinition of its social function and legitimization of Physical Education and the commitment of this component in disseminating its diverse knowledge, from the educational actions linked to the PROEJA project with the presence of a didactic treatment in the sense of contributing to the integral formation of critical and autonomous subjects, according to the objectives of PROEJA. and the concern with the area of knowledge that considers the human being builder of his culture related to bodily aspects; g) non-adherence, and even a lack of knowledge of Physical Education teachers with existing educational proposals; e h) The no materialization of integral education in pedagogical practices. This research highlighted several challenges to be overcome for the pedagogical consolidation of Physical Education in PROEJA. However, we understand that the teaching protagonist starts to have a fundamental relevance for the identity and pedagogical legitimacy of this curricular component in this educational context.
Keywords: Physical Education; PROEJA; Pedagogical Practice; Integral Education.
