SOCIAL REPRESENTATIONS IN NATIONAL CURRICULAR GUIDELINES AND THEIR RELATIONSHIP WITH THE DEVALUATION OF PHYSICAL EDUCATION

Abstract

This manuscript discusses possible evidence of social representations regarding Physical Education teacher training, based on an analysis of the Curricular Guidelines for Undergraduate Physical Education Programs. Initially, it presents some evidence of social representations present in the anchoring and objectification processes, with the valorization of the Bachelor's degree and the devaluation of the Licentiate degree. It then presents how each stage of the curriculum is highlighted by highlighting the content of a given field, bringing social representations that reinforce the field of the Bachelor's degree in Physical Education, overlapping one field with the other. Finally, the study shows that the processes of shaping the Physical Education curriculum have been moving toward social representations that devalue the field of the Licentiate degree.