ABSTRACT

Brazil is the largest and most influential country in South America with a population of about 211 million. The reality is a country with a wide gap between rich and poor. Many of its issues of (in)equity are related to a complex mix of factors, such as its large population, ethnic and cultural diversity, class and income disparity, late slavery abolishment, unstable democracy and political governance. At a national level, the former Brazilian government attempted to address the challenges outlined above by passing new legislation in 2007 that expanded the services and scope of the federal universities, particularly in respect to increasing access to tertiary education and providing increased support and infrastructure for people of middle- and low-income families. In this paper we analyse a PETE programme offered at one university in the Brazilian Northeast in response to changes introduced as a result of the 2007 legislation. Drawing on the perspectives of graduates from this programme, we examine how they see the complexity of social justice and equity issues from their experience in the course. Data were generated through focus group and individual interviews with former students. We supplemented this with document analysis of key policy and curriculum artifacts produced by the programme, and consultation with professors from the course to better understand the former students’ experiential dynamics. Each participant expressed a strong affinity for and orientation towards social justice as an integral aspect of school physical education. The curricular restructuring enables students to engage with a broad range of content underpinned by ethical, political, aesthetic, epistemological, pedagogical and theoretical-methodological principles. We consider that this curricular orientation seeks to meet the regional and local needs so that future physical education teachers, in turn, intervene with a more critical socio-cultural perspective in their teaching.

摘要

巴西是南美洲最大、最具影响力的国家，人口约2.11亿。现实是一个贫富悬殊的国家。它的许多（不）公平问题与复杂的因素有关，例如其庞大的人口、种族和文化多样性、阶级和收入差距、奴隶制晚期废除、不稳定的民主和政治治理。在国家层面，前巴西政府试图通过 2007 年通过的新立法来应对上述挑战，扩大联邦大学的服务和范围，特别是在增加接受高等教育的机会和为人们提供更多支持和基础设施方面中低收入家庭。在本文中，我们分析了巴西东北部一所大学提供的 PETE 课程，以应对 2007 年立法带来的变化。借鉴本课程毕业生的观点，我们研究了他们如何从课程中的经验中看待社会正义和公平问题的复杂性。数据是通过焦点小组和对以前学生的个人访谈产生的。我们对此进行了补充，对项目产生的关键政策和课程工件进行了文件分析，并与课程教授进行了磋商，以更好地了解以前学生的体验动态。每个参与者都表达了对社会正义的强烈兴趣和倾向，将其作为学校体育教育的一个组成部分。课程重组使学生能够参与以伦理、政治、美学、认识论、教学法和理论方法原则为基础的广泛内容。我们认为，这种课程定位旨在满足区域和地方的需求，以便未来的体育教师在教学中以更重要的社会文化视角进行干预。