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

Authors

DOI:

https://doi.org/10.51891/rease.v11i9.20825

Keywords:

Social representations. Teacher training. Curriculum. Licentiate degree. Bachelor's degree.

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.

Downloads

Download data is not yet available.

Author Biographies

Paulo Sergio Pimentel de Oliveira, UNESA

Doutorando em Educação, Programa de Pós-Graduação em Educação da Universidade Estácio de Sá- PPGE - UNESA. Centro Universitário Gama e Souza – UNIGAMA.

Renata de Melo Cardoso Palmares, UNESA

Doutoranda em Educação, Programa de Pós-Graduação em Educação da Universidade Estácio de SáPPGE – UNESA.

Marconi Silva de Andrade, UNESA

Doutorando em Educação, Programa de Pós-Graduação em Educação da Universidade Estácio de Sá - PPGE – UNESA.

Felipe da Silva Triani, UNESA

Docente do Programa de Pós-Graduação em Educação da Universidade Estácio de Sá - PPGE - UNESA, Universidade do Estado do Rio de Janeiro – UERJ.

Published

2025-09-03

How to Cite

Oliveira, P. S. P. de, Palmares, R. de M. C., Andrade, M. S. de, & Triani, F. da S. (2025). SOCIAL REPRESENTATIONS IN NATIONAL CURRICULAR GUIDELINES AND THEIR RELATIONSHIP WITH THE DEVALUATION OF PHYSICAL EDUCATION. Revista Ibero-Americana De Humanidades, Ciências E Educação, 11(9), 540–555. https://doi.org/10.51891/rease.v11i9.20825