The production of knowledge on curriculum organization in higher education training in physical education in stricto sensu Brazilian graduate programs (1980-2021)

Abstract

The current study aimed to characterize the knowledge production on the curriculum organization of higher education courses in Physical Education (PE), based on theses and dissertations from Graduate Programs in Physical Education (PPGEFs) in Brazil, produced between 1980 and 2021, focusing on the identification of the relationships established with the National Curricular Guidelines (DCNs) for Undergraduate Courses in Physical Education. For sample selection, a database was constructed, comprising 6,106 dissertations and 1,588 theses. Three screenings were conducted to refine the studies that investigated curriculum reforms or established a relationship between the PE curriculum and the DCNs, resulting in 3 theses and 13 dissertations. It was identified that the periods with the highest production are related to specific events, indicating the need for ongoing research on the subject. The guiding documents on higher education PE courses in Brazil informing these discussions were established, highlighting the debates on legislation since the 2000s, particularly regarding the contours and limits of professional training and practice in PE. The study
concludes that the literature points out that, in recent decades, legal frameworks have sought to bring specificity to the practice in both the bachelor’s and teaching degree tracks. However, disputes among sectors within PE still diverge regarding the direction of professional training in this area.