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A. Lazzarotti Filho1, F. Pimentel2, A.M. Silva1, M. Zambeli3, G. Almeida4

1Universidade Federal de Goiás (BRAZIL)
2Universidade de Brasília (BRAZIL)
3Secretaria de Educação de Goiânia (BRAZIL)
4Instituto Federal de Goiás (BRAZIL)
In Brazil, in the last 10 years, there is an exponential expansion of new undergraduate degree in Physical Education and it is opening courses in distance mode, which supposedly contradicts the tradition of this field markedly identified by the know-how, the experiences and experimentation body. The opening of the Physical Education courses in the distance brought distrust of their ability to account for its specificity, because the training of teachers in physical education in this modality is not common, and practically nonexistent in major universities working with Distance Education in the world (PIMENTEL et al. 2010). Thus, as these courses are structured, what differentiates the model presencial, how they develop their teaching, and how to ensure the development of the knowledge of bodily practices, are among the issues that motivated us to develop a case study for, the understanding of how a course of physical education in this mode happens and what are the main problems and qualities. Thus, the aim of this communication is to describe how the Physical Education course in the distance of the Faculty of Physical Education, Federal University of Goiás is developed mainly in relation to curricular organization, its dynamic development of educational activities and which are their main problems and qualities according to their agents. The research was conducted in the period August 2010 to August 2011 and characterized as descriptive diagnosis through documentary analysis and semi-structured interviews. The set of documents analyzed was composed by the political pedagogical project and interviews with 18 course agents. Data were entered and categorized through Software Nvivo 9.2. It was possible to identify that the relevant course structure is in a consolidation phase, the poles still are being structured, didactic and pedagogical experiences are in the initial level and in experimentation phase. The main problems were the lack of structure of the Poles, the lack of ICT control, the intensification of teaching and lack of non-physical presence of those involved in the same space and time. The main qualities according to their agents was the development of autonomy, computer literacy, the flexibility of time and schedule, democratization of access to higher education and improving communication through writing.