| dc.description.abstract | This dissertation studies the initial training of the Physical Education teachers. The
research is focused on the inclusion of Physical Education studentswithin the school
and throughout the initial training. The objectives of the present study were: a)
understand and discuss how the PE academics insertion occurs in the school
environment; b) describe and analyze the strategies of Physical Education courses in
order to include them into the school’s territory throughout the process of initial
training; c) collate the understanding of the course coordinators and students about
the productivity of such strategies for training teachers of Physical Education; d)
contribute to the production of knowledge about the initial training of Physical
Education teacher. The empirical field research was composed of two undergraduate
courses in Physical Education of the state of Rio Grande do Sul and the research
subjects were six academics and two course coordinators of degree in Physical
Education from two private universities of Rio Grande do Sul. The information derived
from empirical research was collected through semi-structured interview method. The
presentation of the results and analysis of the information, especially prevalent
qualitative aspects, were built from the following triangulation: the researcher's
subjectivity; empirical field research; theoretical study. The data indicates that the
main integration strategies are: a) apply lessons to fellow students; b) class of
students / children attending the university for the academic exercise teaching; c)
student goes to school and apply for part-time lessons for a specific class; d) the
academic takes four or five children to implement activities in the university
environment; e) mandatory curricular internship; f) jamborees; g) search for schools
to act in an independent manner by academics; h) hours of observation; i) nonmandatory
internships; j) required internships in pairs; l) institutional scholarship
program for beginning teachers. The analysis points that the integration strategies
contributed positively to the physical education student entry in the school universe.
Although some of them follow a simplified model of achievement, under the premise
of "throwing" the student of Physical Education into the school, I emphasize that
these do not represent the consensus. However, it is important to highlight the
structure and planning of others with the participation of the university, because these
are not solitary strategies conducted exclusively by the students having minimal
scrutiny and debate with the professor, besides performing a small ritual in and out of
the school’s context. Finally, it was observed that one of the main integration
strategies used by universities is found in conducting empirical researches are the
required internships. | en |
