Conceptions of intellectual, reflective and researcher in training physical education teachers

Abstract

The policies of initial teacher education in the last decades, have been emphasized in several debates about education in search of qualifying the educational process, to better reach the students of the basic education regarding the new social demands of the contemporaneity. In these debates, the success of educational practices in the initial formation of teachers is usually linked, making teacher education the major target of academic research. Thus, the formation of teachers, the stage of the constitution of the professional of education, appears under various forms and conceptions, and end up being linked to the theoretical contributions of their formators. The present text seeks from a bibliographical research of theoretical-methodological foundation linked in the historical-cultural critical perspective, which understands human activities as a trigger for its development, as well as having education as its political and social conditioning, reflect about the conceptions of intellectual, reflective and researcher in teacher education, especially for Physical Education. In order to contribute epistemologically to the field of initial teacher education in the analysis of the teacher education paradigms described in the literature, this study was based on discussions in the discipline of epistemological issues of higher education didactics of postgraduate teaching in higher education. , in line with teacher training, curriculum and teaching, having as a field of scientific research the production of new knowledge in an interdisciplinary perspective, proposing innovative pedagogical interventions for the transformation of the classroom and education. From this perspective, thinking about the assumptions of technical rationality and the profile of the professional trained under these parameters are essential to understand in which training context this professional will take place, so that we can act on the theories from the perspective of forming a reflective education professional, and thus generate the possibilities of emancipation through the adoption of conceptions in formation as effective and permanent research.