Perspectivas e entrelaços das tecnologias da informação e comunicação no currículo de formação inicial de professores(as) de Educação Física da Universidade Estadual de Feira de Santana – Bahia

Abstract

In contemporary times, Information and Communication Technologies (ICT), with the advent of the internet, have fundamentally changed society and the way people interact with each other and the world. This is also true in education. However, teachers need to be attentive to the new demands that society presents through these technologies. This includes Physical Education teachers, who have a required curriculum component in basic education that addresses elements of bodily culture, which are intertwined and influenced by the processes of training and acting through these languages and modes of communication. Therefore, this research sought to answer the following research question: how are ICT integrated with the knowledge covered in the Physical Education Teaching Degree curriculum at the State University of Feira de Santana (UEFS) – BA? Consequently, the main objective of this work was to understand how ICT are presented in the Physical Education Teaching Degree curriculum at UEFS. The specific objectives were: to review the legal documents that guide the training and practice of Physical Education teachers and their interrelations with ICT; to identify the directions for teacher training concerning ICT in the Pedagogical Project of the Physical Education Teaching Degree; and to analyze the alignments and/or deviations in the syllabi and teaching plans of the mandatory curriculum components from the perspective of ICT. Regarding the methodological design, this investigation is characterized as theoretical research through documentary research, with a qualitative approach, descriptive in nature, and data interpretation based on Content Analysis. The data indicate that in the legal documents guiding the training and practice of Physical Education teachers, mentions of ICT are often limited, either due to the chronological period of their systematization or due to the lack of recognition of ICT knowledge in teacher training. Concerning the course’s Pedagogical Project (PPC), there are explicit and implicit occurrences related to terminologies encompassing ICT, showing that, in most of these instances, ICT are directed as a resource or supporting tool for teaching and learning. In the syllabi of mandatory curriculum components, there is an evident lack of propositions related to ICT. On the other hand, in the teaching plans for mandatory curriculum components, there are explicit and implicit occurrences about ICT, with a predominant focus on ICT as a methodology in twenty-five components. Thus, these knowledge areas appear as resources, translated into videos, films, and images. Therefore, in examining how ICT are addressed in the Physical Education Teaching Degree curriculum at UEFS, it was identified that occurrences are directed towards the formative process as a resource or tool, which distances itself from the possibilities of intervention with ICT, limiting its use to being a means.