CHANGES IN THE CURRICULUM OF A SEPTUAGENARIAN SCHOOL: A STUDY ON THE FRAMEWORKS OF HIGHER EDUCATION COURSES IN PHYSICAL EDUCATION OF THE ESEF/UFRGS
DOI:
https://doi.org/10.22456/1982-8918.18232Keywords:
Physical Education. Curriculum. Professional Formation.Abstract
This article is based on a study about the
Physical Education Curricula for Higher Education at
ESEF/UFRGS University in its 70 years of existence.
The general goal was to show elements that rendered
important curricular changes through this time.
Therefore, we made a mapping of the curricular grids
from 1941 to 2010 based on the following documents:
records of degrees, registration books, courses'
catalogues, UFRGS's website among others. From the
documental analyses, we highlight six points of tension
which were constituted from, and at the same time
rendered important curricular changes: (1) the ESEF's
Curricula and the educational regulatory mark; (2) the
linking of disciplines to different departments; (3) the
separation of the curricular paths of men and women;
(4) the proportion between mandatory and elective
disciplines; (5) the emergence and expansion of
mandatory teaching practice; (6) the strengthening of
research at the initial formation. In this article, we
focused on the first point because it covers all studied
period and deeply report to the others. We concluded
that the tension pressed by the educational regulatory
mark on ESEF's courses was stronger in 3 major
moments: The school's federalization in 1970, the
curricular changes in 1987 and the division of the
teaching course/baccalaureate in 2005.
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