Identity of courses licentiate and bachelors’ degree in Physical Education in Parana: an analysis of the areas of knowledge

This descriptive research aimed to identify in the physical education course curriculum the distribution of workload by area of knowledge, in order to understand how the formation is characterized in Paraná, especially regarding the existence of its own characteristics for teaching and bachelors’ degree. Thus, we analyzed twenty-eight pedagogical projects through documentary analysis, in which we categorized the disciplines from the curriculum by knowledge’s areas/dimensions (specific formation and expanded formation), suggested by the Resolution CNE/CES n.7/2004. Based on the results we could observe that the specific formation results in the highest workload and the biggest quantity of disciplines. The main representative was the culture dimension of the human movement, with the highest workload for both, teachers and bachelor’s degree. This result suits the precepts for the basic formation in physical education, since it involves the knowledge identifiers that have historical tradition of the area. We also point that the courses have their own and relative identity that characterize it as a teaching and as a bachelor degree, since the didactic-pedagogic dimension have greater prominence in the training licentiate and technical-instrumental in the bachelor’s degree. The dimensions related to extended formation received the same level of importance for both courses. However, we want to emphasize that there is a need of making other researches that can support new discussions and interventions for the area, especially because the curriculum reform that determined the separation between teaching and bachelor degree is very recent.

本描述性研究旨在剖析体育教育专业课程体系内各知识领域的学时分布特征，以期明晰巴西巴拉那州（Paraná）体育教育专业的培养模式特点，尤其聚焦其针对教师培养方向与本科培养方向所形成的专属办学特色。为此，本研究采用文献分析法，对28项教学计划展开研判，并依据《CNE/CES第7/2004号决议》提出的知识领域/维度划分标准（专项培养（specific formation）与拓展培养（expanded formation）），将课程体系中的离散课程归入对应类别。研究结果显示，专项培养模块的学时占比最高，开设课程数量也最多；其中人体运动文化维度为最具代表性的知识领域，在教师培养方向与本科培养方向中均占据最高学时占比。该结果契合体育教育专业基础培养的相关准则，因其涵盖了该领域具备历史传承性的核心知识标识。本研究同时发现，两类培养方向各自具备相对独特的专业属性：教师培养方向更突出教学论维度的权重，而本科培养方向则更为侧重技术工具维度。与拓展培养相关的知识维度，在两类培养方向中获得了同等程度的重视。但本研究着重强调，该领域仍需开展更多后续研究，以支撑相关学术讨论与实践干预——尤其是鉴于明确划分教师培养与本科培养的课程改革刚刚推行不久。