ABSTRACT
The University has as a fundamental axis of its constitution the tripod formed by
teaching, research and extension. However, undergraduate research is still underemphasized in universities with the relevant relevance that their teaching and
development deserve. Research is an important tool in reflective critical training.
Thus, for the formation of critical-reflexive subjects, an academic life that takes into
account the articulation of teaching and research is necessary. However, Physical
Education, historically, was forged by the valorization of the technical and
instrumental dimension, still has strong roots of the technical rationality in its curricula
of teacher training. In the search to overcome some challenges and to fill some gaps
on the formation of the teacher of physical education we propose as a general
objective: to analyze how the teachers are forming their students in and for the
research in the Physical Education course of the Federal University of Ceará.
Concerning the methodology of this work, this study was anchored in the
interpretative paradigm. Research of the exploratory and descriptive type, with
predominantly qualitative approach. This research used the case study method, so
that the research scenario was the undergraduate and bachelor's degree course of
Physical Education of the Federal University of Ceará (UFC). The research universe
was composed by the teachers of the mentioned course and the sample of the study
was composed by 13 teachers, being that the criteria for selection of the sample
were: teachers who ministered some discipline related to the research during the
year 2017; and / or leading research group teachers; and / or teachers who guided
students to monographs in the year 2017. The research was divided into two stages:
documentary and field. The first analyzed the Curricular Matrix, the Pedagogical
Project of the Course and the teaching plans of the disciplines that teach research.
The field stage used the semistructured interview as the information construction
technique. After the documentary analysis and the interviews, all the material
collected during the research was organized and systematized through the NVIVO 11
software, and for the analysis we use the thematic analysis of Minayo. The results
showed that the teachers who teach the research in the subjects bring a theoretical
and practical dimension in their classes, concentrating in the beginning the more
theoretical and broad questions related to the understanding of knowledge and
science and then more methodological and instrumental, seek to articulate this knowledge to the practice of research and teaching through the elaboration of a small
project. As for GPs and Orientation activities, the results showed that the strategies
used by teachers at these locals promote the dialogue between theory and practice,
stimulating them to be protagonists of their learning and to build their texts, ideas and
knowledge. Finally, despite knowing the temporal and spatial limitations of our
research, we believe that our research can contribute to the debate about research in
the formation of the Physical Education professional, which has grown in our region.
Keywords: Research. EF. Formation.
