Physical "Education-Action”: a curricular approach in the training of professionals

Abstract

This study aimed to reflect on the formation and structuring of Physical Education curricula in Brazil, emphasizing the need for an approach that goes beyond technique and sports as exclusive ends, considering social, cultural, and human aspects. The work addresses the crisis in Brazilian education, characterized by challenges such as the devaluation of teachers, the low quality of teaching, and curriculum fragmentation. It highlights the need to rethink teaching practices, aligning them with a critical and transformative perspective. The study discusses the importance of a curriculum that integrates theory and practice while emphasizing the development of investigative, critical, and social competencies in future Physical Education professionals. It also warns against a technicist formation and advocates for pedagogical practices committed to social and cultural realities. Physical Education in Brazil requires a curricular reform that promotes the holistic development of professionals, fostering an education geared towards social transformation, well-being, and quality of life. The text underscores the urgency of structural changes to align the course with contemporary demands and encourage reflection on teaching practices.