A Socially-Critical Curriculum for PETE: Students' Perspectives on the Approaches to Social-Justice Education of One Brazilian Programme

Autor/inn/en	Neto, Luiz Sanches; Venâncio, Luciana; Silva, Eduardo Vinícius Mota e; Ovens, Alan Patrick
Titel	A Socially-Critical Curriculum for PETE: Students' Perspectives on the Approaches to Social-Justice Education of One Brazilian Programme
Quelle	In: Sport, Education and Society, 26 (2021) 7, S.704-717 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neto, Luiz Sanches) ORCID (Venâncio, Luciana) ORCID (Silva, Eduardo Vinícius Mota e) ORCID (Ovens, Alan Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1839744
Schlagwörter	Foreign Countries; Physical Education Teachers; Teacher Education Programs; Social Justice; Equal Education; Social Bias; Politics of Education; Educational Policy; Curriculum; Program Effectiveness; Student Attitudes; College Graduates; Teacher Attitudes; Teacher Role; Teacher Competencies; Ethics; Brazil + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Soziale Gerechtigkeit; Educational policy; Bildungspolitik; Politics of education; Curricula; Lehrplan; Rahmenplan; Schülerverhalten; Hochschulabsolvent; Hochschulabsolventin; Lehrerverhalten; Lehrerrolle; Lehrkunst; Ethik; Brasilien
Abstract	Brazil is the largest and most influential country in South America with a population of about 211 million. The reality is a country with a wide gap between rich and poor. Many of its issues of (in)equity are related to a complex mix of factors, such as its large population, ethnic and cultural diversity, class and income disparity, late slavery abolishment, unstable democracy and political governance. At a national level, the former Brazilian government attempted to address the challenges outlined above by passing new legislation in 2007 that expanded the services and scope of the federal universities, particularly in respect to increasing access to tertiary education and providing increased support and infrastructure for people of middle- and low-income families. In this paper we analyse a PETE programme offered at one university in the Brazilian Northeast in response to changes introduced as a result of the 2007 legislation. Drawing on the perspectives of graduates from this programme, we examine how they see the complexity of social justice and equity issues from their experience in the course. Data were generated through focus group and individual interviews with former students. We supplemented this with document analysis of key policy and curriculum artifacts produced by the programme, and consultation with professors from the course to better understand the former students' experiential dynamics. Each participant expressed a strong affinity for and orientation towards social justice as an integral aspect of school physical education. The curricular restructuring enables students to engage with a broad range of content underpinned by ethical, political, aesthetic, epistemological, pedagogical and theoretical-methodological principles. We consider that this curricular orientation seeks to meet the regional and local needs so that future physical education teachers, in turn, intervene with a more critical socio-cultural perspective in their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01