PROFESSIONAL TRAINING IN PHYSICAL EDUCATION IN THE CEIs OF PARINTINS/AM: LIMITS AND CHALLENGES IN CONTEXTS WITHOUT A PROFESSIONAL IN THE AREA

Abstract

This study aims to reflect on the problems observed by Physical Education (PE) interns at ICSEZ/UFAM during their supervised internship at Early Childhood Education Centers (ECEC) in the city of Parintins/AM. This is a qualitative, descriptive, and interpretative study, using document analysis as the methodological approach. The research was developed based on the analysis of 10 final internship reports prepared by undergraduate students at the end of the academic semester in ECEC during the first semester of 2024. The analysis of the documents allowed us to identify two interdependent categories: (1) the consequences of the absence of a PE teacher for children's development and (2) the implications of this absence for the professional development of undergraduate students. Although PE is a mandatory curricular component in all stages of Basic Education, including Early Childhood Education, as required by current Brazilian legislation, it has not yet been offered in the CEIs of Parintins/AM. This gap has generated significant impacts both on the children's development and learning process—as pointed out by the supervising teachers highlighted in the undergraduate students' reports—and on the initial training of these students, who carry out their supervised internships under the guidance of pedagogues, professionals from another field of training. It is worth noting that the presence of a PE teacher in these spaces would contribute qualitatively both to promoting the integral development of children and to the formative experience of undergraduate students.