As orientaçoes matodológicas dos profesores e professores-estagiários sobre os programas de educaçao fisica dos concelhos do barlavento algarvio

Zusammenfassung

The study aims to know the process of interpretation and application of the National Physical Education Programs (PNEF) in Portugal, verifying whether Physical Education Teachers (PE) and Trainees make education decisions in coherence with the PNEF Methodological Guidelines, in what concerns to the Annual Planning by Steps. The planning decisions of Teachers and Trainees and the identification of the variables involved in the planning processes were examined, including, among other factors, the knowledge of the PNEF, the influence of the Cooperating Guidance Teachers on the planning models and the decisions of the PE group and the School Group. The study has three phases; the sample of the first phase is composed by four Cooperating Guidance Teachers and 8 Trainees in activity in the school year 2012-13 in schools of “Algarve”; the sample of the second phase is composed by three teachers, the Authors and Specialists of the PNEF; the third phase has 122 PE Teachers active in the school year of 2013-14, in the 17 School Groups of the Eastern Algarve. The first phase used the interview technique as a research to identify knowledge of the PNEF, planning in PE and the influence of the supervisors in the planning of their trainees; the second phase also used the interview as a research technique to PNEF Specialists, who were authors of PNEF, identifying in particular the difficulties in the application of the PNEF Methodologies Guidelines and the characterization of the Annual Planning by Stages; in the third phase, a questionnaire was applied to teachers from PE of the Eastern Algarve, analyzing the application of the PNEF Methodological Guidelines. From the conclusions obtained, we can say that most schools do not follow the PNEF Methodological Guidelines concerning the annual planning model, and even teachers who say that they perform the Annual Classification of Stages, do not do it according to the PNEF Methodological Guidelines and that Higher Education Institutions provide inadequate and inadequate initial training in relation to PNEF and in particular the planning practices advocated in the Methodological Guidelines.