Idiosyncrasies in the relationship between university and school in the field of Physical Education teacher education in Brazil: between advances and setbacks
DOI:
https://doi.org/10.18675/1981-8106.v.36.n.71.s18849Keywords:
Teacher education. Pedagogical practice. School Physical education. University. School.Abstract
The study aimed to analyze the main challenges and possibilities presented by the relationship between university and school in the context of initial teacher education in Physical Education in Brazil, in light of the considerations of teacher educators. For this goal, we conducted semi-structured interviews with seven teacher educators from public higher education institutions in the state of São Paulo, Brazil. The interviews were transcribed and analyzed using the content analysis technique, with the aid of the NVivo (12.0) software. The data were organized in two categories: (i) hierarchization of the relationship between school and university within teacher education; and (ii) procedural aspects that hinder or make the effective relationship between university and school unfeasible in the training context. Results show that there exists a set of divergent attributions regarding the approximation between school and university, which manifests in pragmatic issues and demonstrates the domination of university logic over the school. It is concluded that although some aspects have sought to bring university and school closer together, in general, there are still challenges regarding teacher education in Physical Education, constituting idiosyncrasies of a process still in consolidation.
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