NATIONAL CURRICULUM GUIDELINES FOR UNDERGRADUATE COURSES IN PHYSICAL EDUCATION: TEACHER TRAINING IN FOCUS

Abstract

This article aimed to understand the perspective on teacher training presented in the National Curriculum Guidelines for Undergraduate Courses in Physical Education (DCNEF), resolution no. 6 of December 18, 2018. Inspired by historical-dialectical materialism, we analyzed the document in order to identify the conception of teaching, the purpose of Physical Education (PE), and the privileged knowledge in order to understand how teaching work is organized. The training proposed by the document fragments the area into a bachelor's degree and a teaching degree, conceives school PE centered on the paradigm of physical fitness, and favors knowledge from the biological field in the common training stage, devaluing historical-social, philosophical, and pedagogical knowledge. The proposal lacks recognition of the knowledge of body culture produced in PE, as well as its critical-overcoming purpose. We conclude by stating that the DCNEF training proposal distances the teacher from understanding themselves as a historical subject and from the knowledge of PE as a curricular component that proposes reflection on body culture. Labor is a means of production for capital geared towards serving the market and, therefore, it is a proposition of an alienating nature subsumed under neoliberal ideology.