A formação em graduação de profissionais de natação que atuam em escolas do ensino não formal

Abstract

To talk about sport is to talk about education. This phrase has become a standard for selling sport as education, without even knowing why sport is somehow related to education. To understand the context of the relationship between Sports and Education, and to understand it without talking about the teacher who works in this area, his training and his engagement, as far as educational training is concerned, would be practically incoherent, since the mediator between both, sports and education, is the teacher himself. Sports have a wide range of modalities, from the simple practice of physical activities aimed at leisure and health to high-performance competitive sports, with a huge number of modalities and styles. Within this range of sports, the present work will deal with just one, swimming, and the training of the professional who works in this area in non-formal education schools. Swimming is seen within the sports scenario as one of the most complete sports in existence, with a physiological view aimed at improving the respiratory capacity, musculoskeletal structure, posture, motor coordination, and balance, among many other physiological benefits. But where is the educational area related to the sport of swimming? The Teacher/Professional who works in this area may be directly linked to this context through his/her education. This study seeks to understand this training based on Law 9.394/96 of 1998, which regulated the profession of Physical Education and opened an opportunity to start separating the two types of training: licentiate and bachelor's. Understanding the benefits and/or losses arising from this separation in the performance of the teacher who practices the teaching of swimming in non-formal education is what we seek to understand in this work. Thus, the understanding, based on educational policies, of the relationship between the sport of swimming and education can be better elucidated, having solid bases to describe more consistently the undergraduate education of this teacher. The general goal was to analyze the legislation on the training of Physical Education teachers who work in swimming schools in non-formal education in the last decade of the 20th century and the first decades of the 21st century, with emphasis on the pedagogical aspects of this training, prioritizing Resolution CNE/CES 07/2004. As specific objectives, we have Analyze documents from the first two decades of the XXI century that provide for the training of the Physical Education Teacher/Professional and pedagogical aspects in the undergraduate training of the Physical Education professional in relation to their integral formation, as well as discuss the training of the Physical Education teacher, in the context of swimming in non-formal education. Under these aspects, this dissertation is composed of three chapters that complement each other. The first chapter, entitled Swimming, and non-formal education deals with the sport of swimming, how it is defined, and how it is taught, approaching the relationship between swimming and non-formal education together with the practice of physical activity. In the second chapter, entitled the training of physical education professionals, we looked for a brief history to try to better understand how the teacher's undergraduate training in the area of swimming is carried out. And finally, the third chapter, entitled swimming and corporeality, seeks to understand how much the movement existing in swimming lessons can help in an educational formation guided by the teacher/professional who works in this area, making a connection with the first two chapters, emphasizing the importance of movement in the integral learning of those who seek the sport of swimming.