The Tutorial Education Program and Physical Education: students graduated from the program and relations to knowledge.

Abstract

It aims to analyze the meanings attributed by students from the PET group of the Physical Education course at a university to the practices and experiences, as well as their implications for academic, professional and social education. It appropriates the Relation to Knowledge theory as a theoretical and analytical support, it also assumes the rationality of cultural history. It is a qualitative research of the descriptive-interpretative type. As sources, it uses documents and records located in the PET EF archives, in addition to filmed interviews, carried out with 28 fellows who were part of the program between 1994 and 2018. It has a semi-structured script with 11 open questions for data production. The analyzes showed that the profile of a student who seeks the Program is broad and that most see in it the expansion of their practical and academic experiences within the course in which they are inserted. The PET underwent significant transformations over the years and the production of meanings about the appropriate knowledge and the repercussions on the training of the interviewees showed different centralities. We observed that, in the case of Physical Education, the improvement for a better academic formation and the appropriation of diversified contents were the main contributions of PET EF pointed out in the narratives of the interviewees. In addition, professional qualifications for working in the field and interpersonal relationships in group living were also captured in the speeches. Other participants also pointed out that there was no significant contribution from the program to their training.