MEANINGS AND TENSIONS OF THE COMPETENCY-BASED CURRICULUM IN PHYSICAL EDUCATION TEACHER TRAINING: A CASE STUDY AT IFRR

Abstract

This article analyzes the meanings and interpretations attributed by teacher educators to the competency and skill-based curriculum model implemented in the Physical Education Licentiate Degree program at the Federal Institute of Roraima (IFRR). In an educational context marked by the implementation of guidelines such as the BNCC and BNC-Formação, this study investigates how the transition from content-centered education to a pragmatic model of knowledge mobilization reverberates in teaching practice and the conception of human formation. Methodologically, this is a qualitative study with a phenomenological approach, utilizing semi-structured interviews with five faculty members from the program's specific core. The data were subjected to Discourse Analysis, operationalized through ideographic and nomothetic matrices (Chizzotti, 2014). The results reveal a polarization within the faculty: on one hand, an appreciation for the clarity of formative goals and the alignment with the labor market; on the other, a sharp criticism of the technicist reductionism that neglects the affective, critical, and social dimensions of education. It is concluded that the efficacy of the competency model at IFRR depends on the institutional capacity to overcome the dichotomy between instrumental technique and the integral formation of the educator.