Eventos Académicos, 39 ISCHE. Educación y emancipación

Tamaño de fuente: 
The School of Physical Education and Sports of UFRJ at the period of the Military Government in Brazil (1968-1979): the teachers’ formation course and its “invention”
Gustavo da Motta Silva, Fernando Rodrigo dos Santos Silva

Última modificación: 2017-07-17


This work presents the results of a master's degree research and aims to investigate the model of teachers’ formation, conceived by the School of Physical Education and Sports of the Federal University of Rio de Janeiro (EEFD- UFRJ) during the period of military regime, between 1968 and 1979. The first year chosen was 1968, when the National School of Physical Education and Sports (ENEFD) became EEFD, and the last was 1979, when started the discussion to reformulate the curriculum of the institution. So, this study intended to investigate the School at the beginning of its existence, at a moment of significant structural changes caused by the creation of a new Regiment (1972) that changed the course structure, and the transference of the “Praia Vermelha” campus to “Ilha do Fundão” in 1973. The corpus of this research was the data collected from the written material and the documents consulted and analyzed were the School Regiment of 1972; the record of the Departmental and Congregation meetings between 1973 and 1979; and the course plans of 1972 and 1973. The concept used in this investigation was the concept of “invention” developed by Durval Muniz de Albuquerque Junior (ALBUQUERQUE JUNIOR, 2007) and the categories “tactics” and “strategy” discussed by Michel de Certeau (DE CERTEAU, 1994) were the main categories of this research. The results show that this process of invention of the course was much more complex that it seems to be, and the transference of the campus caused debates, fragmentations, ruptures and continuities to the teacher’s formation course and the individuals who experienced this period. It was possible to notice also a sporty, biological and medical formation. However, with the peculiarities and the “switches” caused by the campus change and the entrance of a new group of subjects in the curriculum, the action of the teachers was responsible to create and recreate their practice with the possibilities and the conditions of the military regime.