A Pós-Graduação em Educação Física: o cenário das subáreas sociocultural e pedagógica.

Abstract

This thesis is inserted in the research line Sociocultural Studies of Sports and Health of the Post-Graduation Program in Physical Education of the Federal University of Pelotas. The central problem addressed in this research was the postgraduate in Physical Education, more specifically, the state of the sociocultural and pedagogical subareas. The final products of this thesis are two scientific articles dealing with the same theme, so that they complement and constitute the thesis. The first article "Post-Graduation in Brazilian Physical Education: conditions and possibilities of sociocultural and pedagogical subareas", aimed to draw a current panorama of Stricto Sensu Post-Graduation of Brazilian Physical Education; to analyze the state and the conditions of possibility of expansion of the sociocultural and pedagogical subareas; and analyze the Periodic Qualis of area 21, referring to the quadrennium 2013-2016. Thus, the results of this research indicate that the epistemic and evaluative configuration that governs area 21 reduces the possibilities of expansion of socio-cultural and pedagogical sub-areas within the scope of post-graduation in Physical Education in Brazil. In addition, it reveals the non-growth of these subareas in recent years, especially when compared to the expansion of the biodynamic subarea. The second article, "Challenges for Sociocultural and Pedagogical Subareas in Post-Graduation in Brazilian Physical Education: A Look of Teachers / Researchers in these Subareas," aimed to describe the state of the sociocultural and sociocultural context. pedagogical sub-areas in the post-Brazilian stricto sensu; analyze the researchers' vision of these subareas on the modus operandi of evaluation that is in force in area 21; problematize the conditions of expansion of these subareas. Based on the findings of this research, it was concluded that discontent and disagreement on the part of the teachers / researchers of the sociocultural and pedagogical subareas prevail in relation to the operative evaluation modus instituted and endorsed by area 21. As conclusion of the thesis, it is possible to affirm that the epistemological and evaluative logics that existed in area 21 in the last evaluations, mainly because they refer to evaluative models originated and legitimized in the field of Biological Sciences and Health, restricted the possibilities of expansion of the subareas. of the Social and Human Sciences (sociocultural and pedagogical).