A produção acadêmica stricto sensu dos professores do curso de Educação Física da Universidade Estadual de Goiás: desenvolvimento da formação, características e perspectivas epistemológicas

Abstract

This master's thesis is linked to the line of research "Work, State and Educational Policies" of the Graduate Program in Education (PPGE) of the State University of Goiás (UEG) - University Unit (UnU) Inhumas, integrates the projects developed by Corpo e Mente - Research Group on Training and Professional Intervention in Physical Education (UEG/CNPq), whose object of study is the academic production of teachers of the Physical Education (PE) course at UEG. It is bibliographical research, addressing the issue of the academic production of PE teachers, with a focus on the reality of training at the stricto sensu level of UEG teachers. The research problem is presented through the following question: What is the current development and characterization of academic production at the stricto sensu level of effective professors who work in the higher education course in PE at UEG? The investigation sought support in the theoretical foundations of historical-dialectical materialism, to build an analysis that recognizes academic production as an expression of human work, historically situated, where the contradictions of reality itself have an impact. The research approach is qualitative, with the general objective of understanding the development of training at the stricto sensu level of effective teachers who work in the higher education course in PE at UEG, based on the characterization of their academic productions (dissertations and theses) and the fundamentals logical and epistemological principles that support them. The formulation of specific objectives contributed to the research process and exposition of the research, considering the four chapters that compose it, proposing: to analyze the historical development of scientific knowledge, as well as the contradictions and challenges of academic production within the scope of the university and postgraduate studies. Brazilian graduation (PG), particularly in PE; investigate data and historical elements that contribute to reveal the development and characterization of the PE course at UEG and the effective teachers who are linked to it; understand the development of the academic production (dissertations and theses) of effective professors of the PE course at UEG, considering the analysis of the links with areas of knowledge, themes, logical and epistemological foundations, and epistemological and ontological assumptions that support them. The analysis was carried out considering the sample represented by 44 dissertations and 22 theses, produced by professors who work in one of the four UnU of UEG where there is the PE course –ESEFFEGO, Quirinópolis, Itumbiara andPorangatu. Through the study and reading of the productions, it was possible to apprehend that the training at the stricto sensu level of PE course teachers at UEG requires greater progress, especially at the doctoral level; training has occurred predominantly in the Midwest Region and in the State of Goiás; academic production has been completed in several postgraduate programs (PPG), linked to different areas of knowledge, resulting in research dealing with different topics. In deepening the investigation, we sought to base ourselves on the systematization of the Epistemological Matrix, and we established as a cut the analysis of 07 (seven) theses that showed to deal with PE, in order to apprehend the logical and epistemological foundations that have characterized such productions. The results showed the presence of an epistemological diversity, with 03 (three) theses based on historical-dialectical materialism, 02 (two) articulated to postmodern thought, 01 (one) corresponding to positivism and 01 (one) guided by phenomenology. Among these 07 (seven) theses, the main themes investigated were epistemology, professional training and the world of work. Regarding the conception of science and PE sustained in these productions, we emphasize greater rigor and clarity in the theses that are based on the epistemological and ontological assumptions of historical-dialectical materialism.