Perfil Dos Docentes De Educação Física Dos Institutos Federais

Abstract

O presente artigo tem por objetivo identificar o perfil acadêmico e profissional dos professores de Educação Física dos Institutos Federais e verificar as suas principais áreas/linhas de atuação profissional. Para isso, foi desenvolvida uma pesquisa quali-quantitativa, de caráter descritivo e de levantamento, que contou com a participação de 120 docentes de EF. O estudo revela que os Institutos Federais se constituem em instituições privilegiadas por oportunizar, aos docentes, o desenvolvimento de trabalhos coletivos, o compartilhamento de experiências de ensino, pesquisa e/ou extensão, além de potencializar o desenvolvimento de projetos colaborativos em rede.

Physical Education in Integrated High School From the Legal Framework: From Denial to Possibilities

“…Even with the elements presented, in our comprehension, the public educational policy of the FIs exposes students the opportunity to develop a qualified training process in the context of teaching, research and extension. In this sense, the studies of Almeida et al (2020) and Boscatto and Darido (2020) show concrete data on the profile of PE teachers in FIs, in which most have Master's and/or Doctoral degrees. Added to this are the objective working conditions that these educational institutions provide to their teachers, since most work in a regime of exclusive dedication, with incentives for qualification at the level of Stricto sensu Post-Graduation, with career plan with functional progression and with specific regulations that limit the number of hours/class to teach (ALMEIDA et al, 2020;.…”

“…In this sense, the studies of Almeida et al (2020) and Boscatto and Darido (2020) show concrete data on the profile of PE teachers in FIs, in which most have Master's and/or Doctoral degrees. Added to this are the objective working conditions that these educational institutions provide to their teachers, since most work in a regime of exclusive dedication, with incentives for qualification at the level of Stricto sensu Post-Graduation, with career plan with functional progression and with specific regulations that limit the number of hours/class to teach (ALMEIDA et al, 2020;. These elements potentially contribute, without offering guarantees, it must be emphasized, for the development of more qualified training processes if compared to other public educational institutions that have different scenarios and with greater precariousness and difficulties imposed on teachers.…”