CONTRADIÇÕES QUE APARECEM ENTRE A FORMULAÇÃO E A CONCRETIZAÇÃO DO PARFORUEFS-EDUCAÇÃO FÍSICA

Abstract

This text comes from a master's thesis presented to the Graduate Program in Education of the State University of Feira de Santana (PPGE-UEFS) and aims to discuss contradictions that appeared between the formulation and the implementation of PARFOR-UEFS-PHYSICAL EDUCATION. The undergraduate degree in Physical Education studied here is part of the National Program for the Training of Basic Education Teachers (PARFOR), which aims to assist teachers without specific training in the areas in which they teach. This is an exploratory case study, which had in the analysis of the Political Pedagogical Project (PPP) and in the interviews with the managers, its main elements Mestre em Educação (PPGE-UEFS), professora da rede estadual de ensino BA, LEPEL Universidade Estadual de Feira de Santana. E-mail: gersy_mbs@hotmail.com 2 Doutor em Educação (UFBA) e professor adjunto da UEFS, LEPEL-UEFS. E-mail: welingtonaraujo@gmail.com Doutora em Educação (UFBA) e professora Adjunto da Universidade Estadual de Feira de Santana UEFS, LEPEL-UEFS. E-mail: raquelfreirerodrigues@gmail.com of data collection. These, in turn, were analyzed according to the Content Analysis method (BARDIN, 2009). After reading, we have categorized our analysis categories: pedagogical approach, theoreticalmethodological treatment, content organization, training conception and, finally, contradictions between PARFOR-EF-UEFS formulation and concretion that we highlight in this work. In view of this, we emphasize the need to rethink the strategies of public policies for the training of teachers in service in Brazil, since these should allow teachers working conditions and remuneration so that they are guaranteed access and stay in initial training courses and continued.