CURRICULUM AND TEACHING PRACTICE: TRAINING IN PHYSICAL EDUCATION

Abstract

The objective of this article is to analyze the relationship between the curriculum, training, and teaching practice in Physical Education at School, highlighting the social contributions aggregated in the ethical commitment to reflective action. The context of teaching work in Physical Education at School requires professionals to have knowledge that is not limited to a merely technical and rational practice. In this sense, we briefly reflect on the historical context of Physical Education in Brazil, the curriculum as a territory of dispute, and teacher training in the practice of Physical Education at School. The methodology used was a bibliographic review research, in which books and periodicals made available in public access databases were selected: Scielo and Google Scholar developed in a time interval from 2000 to 2020. With this, it was understood that the field of Physical Education begins with an understanding of its breadth. Not limited to sports practice, Physical Education encompasses a diverse range of knowledge, including theoretical, practical, and pedagogical aspects. In this sense, reflection on curricular bases involves the need for constant updating, incorporating new approaches, technologies and research that contribute to more up-to-date and relevant training.