Analysing the educational orientations of Physical Education teachers in Ceará, Brazil

Authors

  • Kristiane Franchi José franchi Filho https://orcid.org/0000-0002-5032-5159
  • Antonio Ricardo Catunda de Oliveira UECE, Graduação em Educação Física, Universidade Estadual do Ceará, Brasil https://orcid.org/0000-0003-0442-0144
  • Elvio Rubio Gouveia Department of Physical Education and Sport, University of Madeira, Funchal, Portugal. Laboratory of Robotics and Engineering Systems (LARSYS), Interactive Technologies Institute, Funchal, Portugal. CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal https://orcid.org/0000-0003-0927-692X
  • Ricardo Hugo Gonzalez UFC, Universidade Federal do Ceará, IEFES, Instituto de Educação Física e Esporte https://orcid.org/0000-0002-8447-4224
  • Adilson Marques CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal. ISAMB, Faculdade de Medicina, Universidade de Lisboa, Portugal https://orcid.org/0000-0001-9850-7771

DOI:

https://doi.org/10.47197/retos.v61.107173

Keywords:

Value orientations, Physical Education, (surfing, formal education, teaching, teachers, physical education, systematic review), teacher beliefs

Abstract

Value orientations refer to an ethical or ideological direction that influences the teacher's behaviour, decisions and choices, and are usually presented implicitly. The various educational orientations are reflected in the objectives of curricula, the expectations of students and the form of planning. This study aimed to analyse the educational orientations (EO) of school PE teachers in the state of Ceará in Brazil and the relationships between gender, experience, training and context in the challenges of local reality. This was a cross-sectional, observational study. The VOI-SF was used to characterise EO with 209 teacher respondents (131 men, 79 women), 48.6% with specialisation beyond graduation, 56.2% with experience between 7 and 25 years, the majority working in Primary Education I and II. Multiple prevalences of EO were identified, with positive associations between Disciplinary Mastery and the Learning Process, and between Social Responsibility, Self-Realisation and Ecological Integration. There were no statistically significant differences in EO according to gender, region, academic qualification, length of time in the profession or teaching cycle. This study highlights the diversity of educational orientations among Physical Education teachers in Ceará. The similarity in responses suggests a uniformity in educational preferences, which calls for reflection on pedagogical beliefs to adapt practices for contextualised and relevant Physical Education.

Author Biographies

Antonio Ricardo Catunda de Oliveira, UECE, Graduação em Educação Física, Universidade Estadual do Ceará, Brasil

Degree in Physical Education from the University of Fortaleza with 13 years' experience in Primary Education, Specialisation in Psychomotricity - FLACSO. Master's in Health Education - University of Fortaleza. PhD in Education Sciences, in the field of Didactics of Physical Education and Sport Teaching from the Faculty of Human Motricity of the University of Lisbon, Portugal. Post-Doctorate in Health Education from the Centre for Education and Health Promotion Studies at the University of Lisbon, Portugal. Adjunct Professor at the State University of Ceará (UECE). He develops studies, research and application of Active Methodologies for teaching Physical Education. Creator of the Active and Reflective Teaching Model in Physical Education. Founding member and president of the School Physical Education Commission of the Federal Council of Physical Education (CONFEF). Leader of the Centre for Research into Physical Activity at School (NIAFE), President of the International Conference on Physical Activity and Health Promotion at School (CINAPSE).

Elvio Rubio Gouveia, Department of Physical Education and Sport, University of Madeira, Funchal, Portugal. Laboratory of Robotics and Engineering Systems (LARSYS), Interactive Technologies Institute, Funchal, Portugal. CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal

RG has a degree in Physical Education, a Master in Physical Education and a PhD in Sport Sciences all by University of Madeira.
Currently, ERG is Assistant Professor of the Department of Physical Education and Sport at the University of Madeira (UMa), and Member of Laboratory of Robotics and Engineering Systems (LARSyS) on Interactive Technologies Institute.
ERG collaborates with the Center for the Interdisciplinary Study of Gerontology and Vulnerability (CIGEV), University of Geneva, Switzerland;
ERG has been working on the development and evaluation of strategies to promote physical activity, fitness and quality of life in children, adults and older adults. With a primary focus on promoting healthy aging, his research is based on multidisciplinary approaches centred on several dimensions that affect the health status of older people.

Ricardo Hugo Gonzalez, UFC, Universidade Federal do Ceará, IEFES, Instituto de Educação Física e Esporte

Graduated in Physical Education (1995). Specialization in aquatic activities UNOPAR (2000), Master in Human Movement Sciences from UFRGS (2008). PhD in Public Health from the Federal University of Ceará (2017). He is currently a lecturer at the Institute of Physical Education and Sports at the Federal University of Ceará. Lecturer in the Postgraduate Program in Public Health at the Federal University of Ceará (UFC). Technological Innovation Fellow at the Ceará Foundation for Scientific and Technological Development (FUNCAP) in the project “Turning the tables ? Youth and Overcoming": Intervening and Monitoring to Build Family Competencies and Socio-emotional Skills?, under the Chief Scientist Program of the SECRETARIAT FOR SOCIAL PROTECTION, JUSTICE, CITIZENSHIP, WOMEN AND HUMAN RIGHTS ? SPS. Coordinator of the extension projects Yoga na UFC and Basketball Solidarity. Leader of the multidisciplinary study group Health Promotion and Sports Pedagogy for Young People at the Federal University of Ceará. Author of several articles and books.

Adilson Marques, CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal. ISAMB, Faculdade de Medicina, Universidade de Lisboa, Portugal

Adilson Marques. D. in Education Sciences in 2010/11/05 from the University of Lisbon Faculty of Human Motricity, Master's Degree in Public Health in 2016 from the Universidade Nova de Lisboa National School of Public Health, Master's Degree in Physical Education in 2004/03/08 from the University of Lisbon Faculty of Human Motricity, Degree in Physical Education in 2001/06/08 from the Instituto Politécnico de Setúbal Escola Superior de Educação, Bachelor's Degree in Primary Education in 2000/07/25 from the Instituto Politécnico de Setúbal Escola Superior de Educação and PhD in Sports Science in 2018/09/27 from the Universidade da Coruña Facultad de Ciencias del Deporte y la Educación Física. He is an Assistant Professor at the University of Lisbon Faculty of Human Motricity and a Researcher at the University of Lisbon Interdisciplinary Center for Human Performance. He has published 133 articles in specialized journals. He has 8 book chapters and 5 books. He has received 3 awards and/or honors. He works in the areas of Medical and Health Sciences with an emphasis on Health Sciences with an emphasis on Sports Sciences and Social Sciences with an emphasis on Education Sciences. In his professional activities, he has interacted with 166 collaborator(s) in co-authoring scientific papers.

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Published

2024-12-01

How to Cite

Franchi, K., Catunda de Oliveira, A. R., Rubio Gouveia, E., Hugo Gonzalez, R. ., & Marques, A. (2024). Analysing the educational orientations of Physical Education teachers in Ceará, Brazil. Retos, 61, 979–987. https://doi.org/10.47197/retos.v61.107173

Issue

Vol. 61 (2024)

Section

Original Research Article

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