THE TRAINING OF PHYSICAL EDUCATION TEACHERS IN TIMES OF DISTANCE LEARNING: CHALLENGES AND REFLECTIONS

Abstract

The training of Physical Education teachers in Brazil has been marked by both historical and recent transformations, shaped by political, cultural, and philosophical disputes, yet it still lacks consistent analyses of the impacts of higher education commodification and the expansion of Distance Education (EaD), particularly regarding the quality of teacher preparation. This gap underscores the relevance of the present study, whose general objective is to analyze the contemporary challenges in the training of Physical Education teachers, with the specific aim of reflecting on the implications of commodification and the growth of distance learning programs for the development of critical and socially engaged educators. The method adopted was a narrative literature review, which allows for a broad and interpretative understanding of the subject, without rigid protocols, thus favoring the contextualization of the research problem. The data were interpreted critically, comparing approaches, identifying contradictions, and fostering debate based on the works of recognized authors such as Ambrósio, Trindade, Nóvoa, and Bielschowsky. The results indicate that, although EaD has expanded access to higher education, its growth under a market-driven logic compromises the practical experiences essential to Physical Education training, weakens the articulation between theory and practice, and threatens the social role of the university. Thus, the main contribution of this research lies in reaffirming the urgency of policies and pedagogical strategies that ensure comprehensive and critical teacher education.