Continued education and teacher's professional development: paradigms, knowledge and practices in graduate courses in physical education

Abstract

The aim of this study is to understand and analyze the teaching formation paradigm in graduated courses in Physical Education in the state of Goias, Brazil. Two courses were analyzed, one offered by a state university and another by a federal university. We interviewed teachers, students and coordinators of both institutions, as well as analyze their projects for the graduated courses, through a qualitative approach. During this study, we could realize that both courses analyzed are serious courses that look for offering a quality formation to the teachers-students. Both courses had similar perspectives about teaching formation, corresponding to the academic model of continued education. This perspective has its own consequences, as we could realize in the position of teachersstudents. The dependence of the time of their professional background, showed perceptions of distance of the courses in relation to the school context, perception of exteriority with the knowledge and, even, the absence of a continuum in the formation. Before the journey of this research and the aspects that we tried to make evident, we point out that, although the academic model of post-formation still has its importance, it's interesting the constitution of alternative models for graduated courses. Consequently, this implies in a major unity among teachers of universities and schools, as well as a new perspective in teaching formation.