Movimento de mudança na formação profissional em educação física na saúde: discursos curriculares da UFRGS, da UFBA e da UNIFESP

Abstract

This present study aimed, as its main objective, to analyze the changes in the Physical Education professional formation focused on the Health field, through curricular discussions considered renewed or innovative in this aspect. Therefore, this research demanded (a) study of the processes involved in the construction of the professional formation of Physical education in Brazil through a historical perspective, highlighting curricular questions and influences of the Health field; (b) part of the movements of changes that were developed in the Health scenery, devoting more attention to the formative aspect of the Health professional, including some specific notes about Physical Education and; (c) the movements of changes of the professional formation in Physical Education on the Health field, present in the courses of UFRGS, UFBA and UNIFEST (universities), considered direct mobilizers of this process of change in the formation and, concomitantly, presenters of the public sphere of the graduation. This study is based on a bibliographical research as well as in a documental research. The bibliographic research took as reference, through accumulated debates on the field of Collective Health, the perspectives of an amplified concept of health, in general, acknowledging the process health-disease as implication of several dimensions of life in society, thus not restricted to the biomedical aspect. Being the documental research focused on the study of Pedagogical Projects and their respective Curricular Matrices of Physical Education’s graduation courses of UFRGS, UFBA and UNIFESP. As result of the research, we consider that the curricular discussions about changes in Health formation quoted here are rolled in a project of critical transformation of Physical Education in the field of Health through contributions of Collective Health and, consecutively, of Human and Social Sciences, critically emphasizing the curriculum considered technical-sportivized, that restricts itself prior to the biomedical and technicist prism, focused on the disease, in the direct transference of fragmented and decontextualized information, in medicalization through non-critical acknowledgement of risk factors of illnesses and of the so-called healthy life style. However, this positioning is not placed wholly and explicitly on the total of the curricula, what makes us deduce that the process of curricular construction/intervention, distinct projects of formation, society, education and health had their interests punctuated