A formação de professores de Educação Física: (re)construção teórica e prática do currículo apoiada nas decisões de Bolonha
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2015-05-11
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O presente estudo é um contributo para a compreensão dos currículos dos cursos de 2º ciclos profissionalizantes em ensino de Educação Física (EF), do Ensino Universitário em Portugal, na sequência das decisões de Bolonha sobre o alinhamento do Ensino superior Europeu. Este estudo justificou-se pelo crescimento da oferta formativa verificada nestes cursos o que permite interrogar sobre a preparação dos futuros docentes destas áreas, parecendo-nos necessário analisar os cursos com as adaptações curriculares pós Declaração de Bolonha, para inferir sobre a sua qualidade face às exigências da Agência de Avaliação e Acreditação do Ensino superior (A3ES). Acreditamos que aprender a ensinar é difícil. Requer currículos de formação de professores consequentes com as exigências da atualidade social, para servir uma educação, cada vez mais concordante com os processos de mudança em curso a este nível, com consequências para a afirmação cultural e para a competitividade laboral, económica e social, num mundo globalizado onde a mobilidade é um facto e a competência pessoal e profissional é uma questão central nas questões desenvolvimento humano e empregabilidade. Do ponto de vista metodológico, recorreu-se à metodologia mista para a análise de dados. Na metodologia qualitativa aplicou-se o método da Grounded Theory, através da entrevista semiestruturada aos Coordenadores dos cursos de ensino da Educação Física nos ensinos Básico e Secundário de quatro instituições em Portugal, aos Professores Cooperantes (PC’s) e da aplicação do focus group aos Estudantes Estagiários (EE’s) de uma instituição. No que respeita à metodologia quantitativa aplicou-se um questionário a 176 EE’s do segundo ciclo de ensino superior, de três instituições formadoras de Professores de EF em Portugal. Pretendemos desta forma, compreender sobre a adequação do ensino superior português às decisões e orientações integradas no processo de Bolonha, com o foco no alinhamento da formação de Professores de EF, tendo em atenção as mudanças e inovações curriculares e pedagógicas, bem como o sistema de avaliação para efeitos de qualidade e acreditação e de qualificação para a integração no mercado do trabalho. No que diz respeito aos resultados obtidos, a implementação do modelo de alinhamento do ensino superior europeu, assim como a implementação do Modelo de Avaliação da estrutura curricular dos planos de estudo estão de acordo com os pressupostos propostos na Declaração de Bolonha, estando estes claramente refletidos na legislação nacional sobre o ensino superior. A obrigatoriedade das instituições de se orientarem segundo esses mesmos pressupostos, promoveu uma homogeneidade na estruturação curricular e na organização dos cursos, particularmente no curso de formação de Professores de EF (1º e 2º Ciclos, verificando-se que todas as instituições se empenharam em desenhar a formação segundo os ditames integrantes do Processo de Bolonha, tanto na organização curricular como na definição e distribuição do sistema de créditos ECTS. As principais alterações verificadas, estão relacionadas com o menor número de horas práticas e um maior número de horas teóricas, nomeadamente, no que diz respeito à investigação científica. No que se refere ao sistema de avaliação, houve adaptações ao sistema de avaliação e acreditação dos cursos que estão sujeitos à avaliação interna seguida de avaliação externa pela A3ES, uma novidade na avaliação do ensino superior. Este processo de mudança fez com que houvesse uma maior exigência na organização dos cursos e travando eventual proliferação na criação destes cursos, neste caso, de formação de Professores de EF. As alterações desenvolveram uma inibição de aquisição de valências profissionais para o futuro professor, salientando-se ainda que a estruturação dos cursos de formação de Professores EF, antes da introdução do Processo de Bolonha, promovia uma maior aquisição de competências e uma melhor preparação do ponto de vista físico, pedagógico e didático, muito pelo facto destes terem um maior contacto com a realidade escolar na sua formação académica. As competências adquiridas durante a formação académica dos estudante são suficientes para o entendimento da profissão, porém, as competências principais, são adquiridas fora do ambiente académico, isto é, a ligação ao treino mostrou-se fundamental para que os futuros Professores de EF adquirirem as principais competências relacionadas com o ensino, sendo que a aquisição de experiência desportiva faz com que os estudantes se sintam mais capazes e com competências mais consolidadas. Durante o estágio pedagógico supervisionado, os EE’s sentem dificuldades na autoridade e controlo da turma, assim como na abordagem de modalidades que não estavam presentes no seu plano de estudo. A presença do PC e do Orientador da Faculdade é fundamental, porque são elementos com outra experiência no ensino e é sempre importante a reflexão dos mesmos para com o EE. O único ponto negativo diz respeito ao contacto pouco regular do Orientador das Faculdade com os seus EE’s. Neste sentido, é necessário uma maior promoção e uma maior reflexão entre os intervenientes do processo de aprendizagem. Infelizmente, mediante a situação atual do país, não se deposita muita esperança na integração laboral imediata, ou pelo menos a médio prazo dos Professores de EF recém formados. Esta questão relaciona-se mais com o panorama atual da empregabilidade e da evolução populacional da sociedade portuguesa. Estes futuros Professores estão dispostos a agarrar qualquer oportunidade que possa surgir no futuro próximo, não podendo recusar nenhuma oferta, mesmo que esta seja precária.
This study intents to contribute to the understanding of the curricula of professional Master in Physical Education Teaching (PET), within the University Education in Portugal, following the decisions of Bologna on the alignment of the European Higher Education. This study was designed given the growth of the offer in PET master courses; the demands of the new curricula according to Bologna declaration; the future teachers’ preparation, and the quality requirements of the Agency for Assessment and Accreditation of Higher Education (A3ES). We believe that learning to teach is difficult. Requires demanding and social actual training curricula to be able to lay down an educational service consistent with the processes of change taking place every day. These options have consequences for cultural affirmation, labor, and social economic competitiveness in a world globalized where mobility is decisive and personal and professional competence a central issue. A mixed methodology was used for data analysis. The Grounded Theory method was applied through semi-structured interviews with Coordinators of courses of PET for primary and secondary education; with Supervising Teachers (ST). A focus group was also set in place with Students Teachers (StT) of four institutions in Portugal. As regards to the quantitative methodology a questionnaire was applied to 176 SI’s from four Higher Education institutions in Portugal. We thereby intended to understand about the suitability of Portuguese higher education decisions for aligning with the Bologna process, with a special focus on PET guidelines. In the process we took into account the curricular and pedagogical changes and innovations, as well as the system assessment to ensure the quality for accreditation and qualification for the integration into the labor market. With regard to the results obtained, the implementation of the alignment of European higher education model, as well as the implementation of the curriculum assessment model of study plans are consistent with the assumptions proposed in the Bologna Declaration, and these are clearly reflected in national legislation on higher education. The requirement of the institutions according to these assumptions, promoted a uniformity in curricular structures and organization of courses, particularly in the courses of PET (1st and 2nd cycles) with all institutions engaged in organizing their curricula and distribution of ECTS credit system according to Bologna Process. The major changes are related to a decrease on practice hours and an increase on theoretical hours, particular in scientific research. With regard to the evaluation system, there were adjustments related to the assessment and accreditation of courses system that are now subject to internal review followed by external evaluation by A3ES, a novelty in the higher education evaluation. This process of change resulted on a greater demand on the organization of courses and consequent reduction on their number. Changes resulted the acquisition of less professional skills of the future teacher. Before Bologna, PEF courses promoted more skills and better preparation relating physical, pedagogical and didactic purposes, along with a greater contact with the school reality in their academic training. Skills acquired during the academic training of students are sufficient for the understanding of the profession, however, core competencies are acquired outside the academic environment, ie, participation in sports training was essential so that future teachers acquire PET core competencies. During supervised internship , the SI's have difficulties in leading and controlling the class , as well as teaching sport’s matters inexistent in their study plan . The presence of the ST and the University Advisor is critical because of their teaching experience. The only negative point concerns the lack of regular contact with the University Advisor. In this sense, greater promotion and greater reflection among actors of the learning process is needed. Unfortunately , given the current economic situation of the country , labor integration , of this graduates is unwarranted . This question relates with the current moment of employment and population growth of the Portuguese society. These Student Teachers are ready to grab any opportunity that may arise in the near future and cannot refuse any offer, even when precarious .
This study intents to contribute to the understanding of the curricula of professional Master in Physical Education Teaching (PET), within the University Education in Portugal, following the decisions of Bologna on the alignment of the European Higher Education. This study was designed given the growth of the offer in PET master courses; the demands of the new curricula according to Bologna declaration; the future teachers’ preparation, and the quality requirements of the Agency for Assessment and Accreditation of Higher Education (A3ES). We believe that learning to teach is difficult. Requires demanding and social actual training curricula to be able to lay down an educational service consistent with the processes of change taking place every day. These options have consequences for cultural affirmation, labor, and social economic competitiveness in a world globalized where mobility is decisive and personal and professional competence a central issue. A mixed methodology was used for data analysis. The Grounded Theory method was applied through semi-structured interviews with Coordinators of courses of PET for primary and secondary education; with Supervising Teachers (ST). A focus group was also set in place with Students Teachers (StT) of four institutions in Portugal. As regards to the quantitative methodology a questionnaire was applied to 176 SI’s from four Higher Education institutions in Portugal. We thereby intended to understand about the suitability of Portuguese higher education decisions for aligning with the Bologna process, with a special focus on PET guidelines. In the process we took into account the curricular and pedagogical changes and innovations, as well as the system assessment to ensure the quality for accreditation and qualification for the integration into the labor market. With regard to the results obtained, the implementation of the alignment of European higher education model, as well as the implementation of the curriculum assessment model of study plans are consistent with the assumptions proposed in the Bologna Declaration, and these are clearly reflected in national legislation on higher education. The requirement of the institutions according to these assumptions, promoted a uniformity in curricular structures and organization of courses, particularly in the courses of PET (1st and 2nd cycles) with all institutions engaged in organizing their curricula and distribution of ECTS credit system according to Bologna Process. The major changes are related to a decrease on practice hours and an increase on theoretical hours, particular in scientific research. With regard to the evaluation system, there were adjustments related to the assessment and accreditation of courses system that are now subject to internal review followed by external evaluation by A3ES, a novelty in the higher education evaluation. This process of change resulted on a greater demand on the organization of courses and consequent reduction on their number. Changes resulted the acquisition of less professional skills of the future teacher. Before Bologna, PEF courses promoted more skills and better preparation relating physical, pedagogical and didactic purposes, along with a greater contact with the school reality in their academic training. Skills acquired during the academic training of students are sufficient for the understanding of the profession, however, core competencies are acquired outside the academic environment, ie, participation in sports training was essential so that future teachers acquire PET core competencies. During supervised internship , the SI's have difficulties in leading and controlling the class , as well as teaching sport’s matters inexistent in their study plan . The presence of the ST and the University Advisor is critical because of their teaching experience. The only negative point concerns the lack of regular contact with the University Advisor. In this sense, greater promotion and greater reflection among actors of the learning process is needed. Unfortunately , given the current economic situation of the country , labor integration , of this graduates is unwarranted . This question relates with the current moment of employment and population growth of the Portuguese society. These Student Teachers are ready to grab any opportunity that may arise in the near future and cannot refuse any offer, even when precarious .
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Tese de Doutoramento em Ciências do Desporto
Palavras-chave
Formação de professores , Educação física , Professores cooperantes , Coordenadores , Estudantes estagiários