Políticas Públicas de Formação em Educação Física: percepção dos professores que atuam na modalidade futebol em Campo Grande-MS

Abstract

The Constitution of the Federative Republic of Brazil of 1988 (CF-1988) considered sport as an individual right and leisure as a social right. From this period onwards, discussions began about the structuring and need for training teachers to work in the field of public sports and leisure policies. Researching teacher training corresponds to a relevant theme and has social relevance, as it enhances the quality of the activities to be offered and ensures greater alignment of the program guidelines with what is materialized in the context of practice(Silva; André; Salerno, 2024; Silva et al., 2023). In this context, interest arose in researching public policies for training in physical education for teachers who work with football in Campo Grande-MS. The objective is to analyze the teachers' perception of the training policy for Physical Education teachers who work in the Football modality at FUNESP. This is a research with a descriptive method, with a qualitative approach, with data collection from interviews. The choice of descriptive and qualitative research is justified by privileging the procedural dimension of knowledge, which makes it possible to carry out descriptive analyzes of the observed phenomena and the interpretation of events related to the object studied (Bogdan; Biklen, 1994). The results show us that with regard to continuing education, teachers reported the importance of taking courses and postgraduate courses in the specific area of ​​expertise. When it comes to in-service training offered by Funesp, the report was that it takes place and brings more information linked to administrative and pedagogical processes, but does not bring as much specificity, since the topics are treated in a general way, in addition to claiming that the number of meetings could be greater and more frequent. It is concluded that teachers working at Funesp carry out continuity in relation to their initial training, as they seek training outside and through professional practice. The training contributes to assisting teachers in general understanding, the performance of the centers, and the pedagogical and methodological processes. The main point to be improved is the issue of having more specificity about the performance in specific sports in training, in addition to a greater number of meetings