This monographic work intends to investigate the curriculum and its place in the initial
teacher education of the undergraduate course in Physical Education of the Federal
University of Pará (UFPA), Belém Campus. Therefore, the purpose of this study is to
identify which theoretical perspectives and potentialities on curriculum study are
present in the academic course of the Physical Education course of this institution,
based on the assumption that it presents a plural character of meaning and several
thematic approaches related to educational actions in the school and, properly, to the
pedagogical intervention with the Physical Education. The methodological process
included documentary analysis of the Pedagogical Political Project of the Faculty of
Physical Education of the UFPA Belém, with emphasis on the course syllabus,
aiming to diagnose in thematic curricular components associated with the curricular
discussion in Physical Education. The results point to an implicit presence of
discussions that navigate between the thematic approaches of the curriculum, similar
to other own knowledge of the pedagogical field and Physical Education, as well as
visualized potentialities in components that have a strong tendency to deal with the
study of the curriculum and its subjects. To that extent, it is concluded that the
training in Physical Education of UFPA Belém has to visualize in the curriculum a
necessary object of study for the purposes of the field in the school area, considering
the intrinsic relation between both fields. In addition, it is analyzed the viable intention
of this same formation not to focus exclusively objectivity to the study of the
curriculum, once of the announced necessity of the academic treatment to the own
knowledge of the field of Physical Education. On the other hand, the explicit study of
this object, in an interdisciplinary and transversal way, is also essential to reinforce
the curricular perspective in the educational dynamics with Physical Education in the
school environment.
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