Pedagogical Projects Of Courses Research Articles

BIOMEDICINA: ANÁLISE DAS DIRETRIZES E IMPACTOS NA FORMAÇÃO DE BIOMÉDICOS POR ENSINO A DISTÂNCIA

This is a bibliographic and documentary study related to the analysis of a Pedagogical Course Project (PPC) of a private institution, chosen due to the experience of working as a professor in a Biomedicine undergraduate course, in the distance learning modality, of another private educational institution. In this sense, reflections are made about the proposal of training biomedical professionals, specifically on the configuration of the course in the distance learning modality, guided by the following guiding questions: What are the legal regulations that guide the configuration of the Biomedicine course in the distance learning modality? What legal determinations are established to ensure the quality of the course in this modality? How is a Biomedicine course configured in the distance learning modality based on these regulations? It is concluded that there are legal regulations, both general and specific, that establish reasonable quality parameters for offering Biomedicine courses in the distance learning modality, which we identified in the appreciated PPC. It was also found that the Federal Council of Biomedicine has an important role in regulating and overseeing the training of biomedical professionals. In the experience as a professor, it is perceived that students of a distance learning course are very interested and participative during the in-person moments of practical components. Thus, to minimize difficulties arising from the distance learning format, it would be appropriate to promote practical in-person events and offer more opportunities for non-mandatory internships to further prepare them for future professional practice as Biomedical professio

Collective health and health training: analysis based on pedagogical course projects

The training of health professionals has been the object of restructuring, transcending the idea of the closed curriculum. The new model, integrator, considers Collective Health as a field of knowledge and practices for the promotion and protection of health. This study aims to investigate, in the Pedagogical Projects of Courses (PPCs) of a private Higher Education Institution, approaches that direct training from the perspective of Collective Health. This is a documentary research with a qualitative approach, carried out in 2022. Ten Pedagogical Projects of specific undergraduate courses in the Greater Health Area were analyzed. The locus was a university center located in the city of Sobral-CE. The relationship between the professional profile of graduates and the availability of menus that addressed Collective Health in the formation of the graduate were researched. Data analysis was contemplated with legislation relevant to Public Health. Collective Health was perceived in the proposal of generalist graduate profile and disciplines directly or indirectly mentioned as Collective Health. It is concluded that the PPC analyzed approach Collective Health as an important field of knowledge that articulates knowledge and practices from the perspective of health promotion, but mainly rescues the importance of understanding the collective dimension as part of the subject's development.

Aspectos demográficos e acesso aos projetos pedagógicos dos cursos de Medicina no Brasil

Abstract Introduction: The expansion of higher education in Brazil is recent. In the medical field, with the advent of the “Mais Médicos” Program, this expansion became feasible and culminated with the publication of new National Curricular Guidelines (DCN, Diretrizes Curriculares Nacionais) for undergraduate medical courses. The Pedagogical Course Project (PCP) translates what is accomplished in the course and works as an instrument of communication between the institution and society. The analysis of the PCPs of Higher Education Institutions provides the identification of elements that point to the convergence or move away from the changes proposed by the DCN 2014. Objective: To describe demographically in Brazil the number of public and private medical courses by state and region of the federation, the number of available vacancies, and access to the PCPs of these schools through a systematized methodology. Method: A study was carried out in all institutions with medical courses in Brazil by the year 2021. The search for the PCPs was carried out in the institutional website. In case of lack of information, an electronic message was sent to the medical course coordination. When it was not possible to contact the coordinator directly through the institutional website, a message was sent to the coordinator by accessing their curriculum lattes. Results: A total of 336 medical schools were identified, 115 (34.2%) of which were public and 226 (65.8%) private ones. A higher concentration of courses was observed in the southeast region (41.3%), followed by the northeast region (24.6%). Of the public institutions, the northeast region has the highest concentration of schools (35.6%), followed by the southeast region (26%). The opposite was observed regarding the private institutions. A total of 134 PCPs were obtained (39.8% of the total), 83% from public schools and 17% from private ones. Conclusion: Although the availability of the pedagogical information document on the institution’s website is an obligation, this was not verified in reality, which makes it necessary to implement policies for valuing and monitoring PCP availability, thus facilitating its access by the most interested parties: students, the academic community and researchers in the field of medical education.

"New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program

Introduction: Medical education is constantly changing in order to train medical professionals capable of intervening in the current needs of Brazilian health. In Brazil, this changing process was driven by Mais Médicos Program and the new National Curriculum Guidelines for medicine undergraduate. Objective: This study aimed to describe the perception of professors acting in an undergraduate medical program aligned with the Mais Médicos Program with regard to the "new" medical education in Brazil. Methods: This is a qualitative study, in which 18 medical educators of the aforementioned course. Data collection occurred through individual narrative interviews based on a guiding script. Data analysis was conducted by Hermeneutic-Dialectic. The following categories of analysis emerged: the course Pedagogical Course Project (PCP) and learning methodologies. Results: Among the difficulties for its curriculum implementation, there are cited the professionalization of the teaching role, the complexity of the activities, the scarceness of literature sources, and insecurity. These characteristics are added to the overcoming of the traditional undergraduate formation, which together diverge with the implementation of active teaching strategies, requiring medical trainers to be open to the changes that have been occurring in medical education. Conclusion: With this study, it was possible to identify professors' concerns and perceptions regarding the format of the course and its implementation process.

Experimentation in bachelor’s education programs in biological sciences: a look from Fleckian epistemology

This investigation consists of an epistemological analysis based on Ludwik Fleck’s assumptions, which had as object of investigation nine Pedagogical Projects of Courses (PPC) offering a Bachelor’s degree in Biological Sciences by Federal Universities in Southern Brazil. The aim of this research is to identify the development of Thought Styles on Experimentation in the PPCs of certified teacher education with a major in Biology. To identify Thought Styles, we performed the discussions based on the following Experimentation conceptions: Investigative (the most prevalent), Empiricist-inductivist (second prevalent), Demonstrative and Deductivist-rationalist (absent). With a focus on the analysis of mandatory referentials, it was possible to discuss, based on the excerpts obtained during the analyses of the nine PPCs, the following categories: Thought Styles and Thought Collectives, as proposed by Fleck, passing through the Thought Nuances, to ultimately find proximities in regard to the investigative thinking style, present in the most PPCs examined. Based on the results, we clearly identified that among the different Collectives (Institutions) examined, a Thought Collective is under development, oriented by the same investigative style considered for Experimentation, strengthening the understandings about it in order to provide an education of quality to future teachers in the area of sciences.

A (in)visibilidade da Educação Especial no currículo: os Projetos Pedagógicos de Cursos de licenciatura do Instituto Federal de Goiás

O presente artigo tem como objetivo investigar os Projetos Pedagógicos de Cursos (PPCs) e as matrizes curriculares da formação inicial de professores do Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG), de modo a analisar e discutir como se constitui a disciplina de Educação Especial nos cursos de licenciaturas estudados. Para tanto, adotou-se como percurso metodológico uma pesquisa documental com um caráter de estudo exploratório, pautada por um estudo de caso; dessa forma, pautou-se na análise dos PPCs, das matrizes curriculares e das resoluções pertinentes ao IFG enquanto corpus que contribuem para a articulação da formação inicial de professores desta instituição. No que se refere aos PPCs do IFG, foram analisados 19 (dezenove) cursos de licenciatura, sendo que somente dois Campi possuem a disciplina de Educação Especial enquanto mediadora dos conhecimentos atinentes ao processo de inclusão escolar e, portanto, atentando-se para alguns elementos das disciplinas, como, por exemplo, as disciplinas que são ministradas e, também, sua carga horária. Torna-se cada vez mais urgente a busca de uma formação de professores crítica e consciente ao processo de inclusão escolar com vistas a construir um alicerce educativo e com uma natureza inclusiva.

O PROCESSO FORMATIVO POR METODOLOGIAS ATIVAS NO CURSO DE MEDICINA NA UNIVERSIDADE FEDERAL DO MARANHíO E SUAS IMPLICAÇÕES NO DESENVOLVIMENTO REGIONAL

The use of Active Methodologies in undergraduate courses has the principle of making the student a protagonist in his training process, expanding his autonomy and security in the decision-making process. In this sense, the Federal University of Maranhao (UFMA), in Imperatriz/MA, adopts the use of the Problem Based Learning (PBL) Active Methodology to readjust the curriculum of the Medicine course, according to the National Curricular Guidelines (DCN) of 2014. The initiative seeks to train doctors with a perspective focused on performance in the Brazilian National Health System (SUS).This research aimed analyze the application of the Active Methodology (PBL), its contribution to the UFMA Medicine course and the perspectives of contribution to the development of the regions in which the future doctors will be inserted. The theoretical-methodological basis adopted the qualitative approach, with documentary and bibliographic analysis, in addition to being based on data collection performed by semi-structured interview script, with recorded interviews and fully decoupled. For data analysis, from the transcription of these interviews, the questions answered were categorized according to the content analysis. The results showed that: the Pedagogical Course Project (PPC) of Medicine is in accordance with the DCN; in the student's perception, the systematic use of the PBL methodology stimulates autonomy in the training process, allowing an understanding of the applicability of the study; also highlights that the teaching and service integration promotes security, appropriation, knowledge of reality and of the main problems faced by the community, and because of this they could understand the role of the protagonists of change in the public health scenario. All the research made it possible to prove the importance of a formative education more committed to social concern, which contributes to regional development. In 2020, fifty new doctors, graduated by UFMA in a special graduation, have already works in SUS, due to the COVID-19 pandemic.

AÇÃO COMUNICATIVA E STRATEGIZING: POSSÍVEIS CONTRIBUIÇÕES PARA A CONSTRUÇÃO DE PROJETOS PEDAGÓGICOS EM ADMINISTRAÇÃO

The pedagogical projects organize and define policies related to teaching at all educational levels. In Higher Education, more specifically in Management graduation courses, the context is not different, in which the teachers aim to discuss and shape curricular structures aiming the academic guidance. This essay aims to identify possible contributions that the Communicative Action Theory and the Strategy as Practice can offer to the analysis of the construction of pedagogical projects of the Administration courses, using as scenario the implementation of the “Futurando Project”, part of the pedagogical project of the course of Administration of a private educational institution. The reach of communicative reason by understanding and consensus, presupposed by Jurgen Habermas, can give space to the manifestation of behavioral and cognitive elements of practitioners, as the Strategy as Practice defends. The connection between these theories makes it possible to understand the constructive process of the pedagogical projects in Management.

A percepção de professores egressos de um curso de licenciatura sobre sua formação matemática

A pesquisa teve como objetivo investigar a percepção sobre a própria formação matemática de professores egressos de um curso de licenciatura para os anos iniciais do Ensino Fundamental. Como metodologia, recorreu-se à análise documental, com consulta ao Projeto Pedagógico de Curso (PPC), incluindo as ementas, confrontando com dados oriundos de questionários respondidos por egressos do período regular do curso, entre os anos de 2010 e 2014. A partir das análises, evidenciou-se existir uma proposta curricular traduzida parcialmente em sala de aula, haja vista existirem carências de conteúdos específicos de matemática e de desenvolvimento deles em situações práticas, bem como a percepção nas ementas de assuntos gerais de matemática que não repercutem em aprofundamento e ampliação de enfoques no decorrer do tempo de formação e que limitam uma melhor percepção sobre a formação matemática. Conclui-se haver necessidade de ampliação de assuntos matemáticos e reformulação nas abordagens de suas práticas para o fortalecimento da formação matemática do professor no curso investigado.

Licenciatura em Matemática da Universidade do Estado do Pará – UEPA e a formação para o trabalho docente no contexto rural de Conceição do Araguaia – PA

Este artigo teve como objetivo verificar que aspectos da prática docente no contexto rural são contemplados no Projeto Pedagógico do Curso (PPC) do curso de Licenciatura em Matemática da Universidade do Estado do Pará – UEPA. Para tanto desenvolveu-se uma pesquisa descritiva e documental com abordagem qualitativa pautada na análise do histórico do ordenamento jurídico constante no parecer do Conselho Nacional de Educação CNE/CEB 36/2001, nas reflexões de Borges (2012) sobre a escola e prática docente no contexto rural e na proposta do programa da Etnomatemática de D’Ambrósio (2019) como recurso metodológico para ressignificar o ensino de matemática no contexto rural. Os resultados mostram que conforme o PPC do curso de Licenciatura em Matemática, a UEPA trabalha com uma proposta de formação docente com capacidade de autonomia intelectual com conhecimento da realidade sociocultural da região que é formado por uma considerada parcela de população rural. Os resultados revelam ainda que, embora o curso não seja específico para a Educação do Campo, há disciplinas em que o professor formador de professores pode problematizar e debater a realidade e desafios da educação para a população campesina.
 Palavras-chave: Projeto Político Pedagógico, Licenciatura em Matemática, Contexto Rural.
 
 Degree in Mathematics from the University of the State of Pará - UEPA and training for teaching work in the rural context of Conceição do Araguaia – PA
 ABSTRACT. This article aimed to verify which aspects of teaching practice in the rural context are included in the Pedagogical Course Project (PPC) of the Mathematics Degree course at the State University of Pará - UEPA. To this end, a descriptive and documentary research was developed with a qualitative approach based on the analysis of the history of the legal system contained in the opinion of the National Council of Education CNE / CEB 36/2001, in the reflections of Borges (2012) on the school and teaching practice in rural context and in the proposal of D'Ambrósio's Ethnomathematics program (2019) as a methodological resource to resignify the teaching of mathematics in the rural context. The results show that the PPC of the Degree in Mathematics, UEPA works with a proposal for teacher training with the capacity for intellectual autonomy with knowledge of the socio-cultural reality of the region, which is formed by a considered portion of the rural population. The results reveal that, although the course is not specific to rural education, there are disciplines in which the teacher-educating teacher can problematize and debate the reality and challenges of education for the rural population.
 Keywords: Political Pedagogical Project, Degree in Mathematics, Rural Context.
 
 Licenciado en Matemáticas por la Universidad Estatal de Pará - UEPA y capacitación para el trabajo docente en el contexto rural de Conceição do Araguaia – PA
 Resumen
 Este artículo tuvo como objetivo verificar qué aspectos de la práctica docente en el contexto rural están incluidos en el Proyecto del Curso Pedagógico (PPC) del curso de Grado en Matemáticas en la Universidad Estatal de Pará - UEPA. Para este fin, se desarrolló una investigación descriptiva y documental con un enfoque cualitativo basado en el análisis de la historia del sistema legal contenido en la opinión del Consejo Nacional de Educación CNE / CEB 36/2001, en las reflexiones de Borges (2012) sobre la escuela y la práctica docente en contexto rural y en la propuesta del programa de Etnomatemáticas de D'Ambrósio (2019) como recurso metodológico para resignificar la enseñanza de las matemáticas en el contexto rural. Los resultados muestran que el PPC de la Licenciatura en Matemáticas, UEPA, trabaja con una propuesta de formación docente con capacidad de autonomía intelectual con conocimiento de la realidad sociocultural de la región, que está formada por una parte considerada de la población rural. Los resultados revelan que, aunque el curso no es específico para la educación rural, existen disciplinas en las cuales el maestro educador puede problematizar y debatir la realidad y los desafíos de la educación para la población rural.
 Palabras clave: Proyecto Pedagógico Político, Licenciatura en Matemáticas, Contexto Rural.

RELAÇÕES SOCIEDADE-NATUREZA EM PERSPECTIVA: EDUCAÇÃO AMBIENTAL NAS LICENCIATURAS EM QUÍMICA DOS INSTITUTOS FEDERAIS NO BRASIL

SOCIETY-NATURE RELATIONSHIPS IN PERSPECTIVE: ENVIRONMENTAL EDUCATION IN TEACHER TRAINING COURSES IN CHEMISTRY OF FEDERAL INSTITUTES IN BRAZIL. Environmental Education arises in the context of understanding the urgency of the environmental crisis and the need to seek answers for its mitigation. The different perspectives of AE compete for the affirmation of notions of the world, of society, of social well-being, of work and of life. The research investigated the conceptions of Environmental Education (EA) present in the scope of the Federal Institutes, having as corpus the Pedagogical Course Project (PPC) of teacher training courses in chemistry offered in these institutions in 23 states and in the Federal District. The documents were analyzed, in their entire body, with the aid of Textual Discursive Analysis (ATD). The results demonstrate the predominance of a conservative environmental education, of an apolitical and biologizing character, in the analyzed documents, what can be reflected in the profile of the chemical educator to be formed in these institutions.

Desafios na democratização da educação técnica brasileira

A democratização da educação técnica tem passado pelo obstáculo da constante abertura e fechamento de cursos, bem como pelo alto número de evasão de estudantes, impactando negativamente o erário público. Assim, o objetivo foi identificar os desafios do processo educacional enfrentados pelos cursos técnicos. Como metodologia foi realizada uma revisão integrativa da literatura. Para isso, foram usadas as bases de dados Scielo, EBSCO e Web of Science e um total de 21 artigos foram filtrados e analisados. Como resultados, foram encontrados desafios enfrentados por alunos, professores e instituição de ensino. Quanto aos alunos, os desafios foram na escolha do curso, deficiência de ensino anterior, dificuldades na formação básica e problemas pessoais. Quanto aos professores, os desafios estão relacionados à carreira, com baixo salário e carga horária excessiva, e a formação docente, com a necessidade de formação pedagógica para bacharéis e de experiência da prática da profissão por licenciados. Já as instituições de ensino possuem desafios quanto a infraestrutura, projetos pedagógicos de cursos que não integram adequadamente teoria e prática, oferta e implantação de cursos em período não adequado ao público alvo. Todos esses fatores influenciam na prática pedagógica bem como na qualidade da formação e na democratização saudável da educação.

Uma proposta de ensino interdisciplinar: a resenha de obras audiovisuais sobre o tema Ecologia e Problemas Ambientais

This article aims to present an interdisciplinary teaching proposal of the textual genre review to be developed in the subject of Biology in the vocational technical courses of the National Program for the Integration of Vocational Education with Basic Education in Youth and Adult Education (PROEJA). The theoretical-methodological bases dialogue with Portuguese and Science teaching guidelines in Youth and Adult Education in a qualitative and exploratory research. The analysis of the Pedagogical Course Project (PPC), the curriculum and the syllabus programs lead to the design of a complementary teaching proposal to the subject of Biology with reading and writing activities of the review of videos about ecology and environmental problems, assisting students’ training in professional and technological education. We can conclude that the textual genre review should be the object of explicit teaching-learning, for, in addition to summarizing contents of the science subjects, it also promotes critical reflection and the practice of writing.

Contribuições do Centro de Estudos Superiores de Balsas na formação inicial docente

No Brasil a formação inicial de professores emergiu após a independência do país, período em que se cogitou a organização da instrução popular. A partir disso, iniciou-se à criação das escolas Normais, com o escopo de formar e capacitar os professores. No Estado do Maranhão, a Universidade Estadual do Maranhão (UEMA) potencializou a formação docente, com a oferta dos cursos de licenciatura, mostrando assim sua vocação na graduação de professores. Diante disso, o objetivo central do artigo registrou as contribuições que o Centro de Estudos Superiores de Balsas (CESBA) campus da UEMA proporcionou com a formação, capacitação e qualificação inicial de professores, para a sociedade Sul-maranhense. Para a realização do estudo, foi preciso pautar-se na pesquisa bibliográfica; documental, nos Projetos Pedagógicos de Cursos e na pesquisa de campo, com a aplicação de questionários aos egressos das licenciaturas. A aplicação dos questionários ao público investigado buscou descobrir as opiniões em relação aos aspectos da formação profissional no referido Centro. Como resultado, estabeleceram-se três categorias de análise: 1. Filosofia educativa do CESBA para a formação de professores, 2. Os objetivos, as competências e as habilidades na formação docente, 3. Percepções a respeito da formação inicial dos professores. Por fim, esses estudos nos proporcionaram entender parte da história da formação da formação inicial de professores, perceber fatores que foram preservados, o que mudou, e principalmente, o que precisa de melhorias.

Documentary analysis of the pedagogical project of a Medicine course and teaching in Primary Care

Abstract The 2014 National Curriculum Guidelines (DCN) for the medicine course provide for an education that focuses on primary care. The School of Medicine of Universidade Federal de Goiás, adapting itself to the new DCN, has developed a new Pedagogical Course Project (PCP). The objective of this study was to examine, through documentary analysis, the new PCP in the perspective of the 2014 DCN, based on the document “Guidelines for Primary Care Teaching in Undergraduate Medicine Courses”. Although the PCP covers most of the aspects related to primary care teaching, there is no reference to the teaching of the person-centered clinical method, popular health education, respect for patient autonomy, and shared decision-making. We hope, therefore, to subsidize changes in the current PCP and to stimulate other universities to approach these issues.

Influência do Conhecimento sobre Sustentabilidade nas Atitudes, Comportamentos e Consumo de Estudantes de Administração

O objetivo deste artigo é avaliar o conhecimento sobre Sustentabilidade dos alunos do curso de Administração de Empresas de uma universidade privada paulista e a influência deste em suas atitudes, comportamentos e consumos sustentáveis. Com base nas respostas de 131 alunos da pesquisa quantitativa (survey) desenvolvida, constatou-se, por meio da Modelagem de Equações Estruturais (MEE), que há influência do conhecimento sobre Sustentabilidade nas atitudes, no comportamento e no consumo dos alunos. Contudo, não se confirmou a influência da atitude no consumo. No cursopesquisado, o tema Sustentabilidade tem sido abordado, porém não em uma disciplina específica, mas de maneira fragmentada em diversas disciplinas, de forma transversal. Esta pesquisa contribui tanto para o meio acadêmico quanto para a sociedade, no sentido de propor à universidade pesquisada, bem como a outras públicas ou privadas, que alterem no Projeto Pedagógico de Curso (PPC), as linhas pesquisas voltadas à Sustentabilidade, e insiram atividades de extensão que visem à transformação das atitudes em comportamentos e práticas sustentáveis dos alunos, agindo como cidadãos.

Ensino de ética em cursos do campo de públicas: Uma análise a partir de Projetos Pedagógicos de Curso e das Diretrizes Curriculares Nacionais

As Diretrizes Curriculares Nacionais (DCN) do curso de graduação em Administração Pública trazem a discussão e o ensino da ética como conteúdo disciplinar básico e indispensável à formação do aluno. A partir dessa constatação, surgiu o interesse em saber como seu ensino é trabalhado e auxilia na formação profissional dos alunos dos cursos de graduação em Administração Pública no Brasil. Para tanto, realizou-se uma pesquisa documental em Projetos Pedagógicos de Cursos (PPC) do Campo de Públicas. Com base nos critérios de seleção definidos, foram relacionados quinze PPC para estudo. Os cursos do Campo de Públicas, norteados pelo ethos republicano e democrático, deveriam reproduzir esse princípio fundamental em todos os processos de ensino-aprendizagem e foi isso que se observou ao analisar os PPC, por meio das categorias de análise matriz curricular, ementas das disciplinas e perfil do egresso. Verificou-se que há, na maioria dos projetos, uma busca pela inserção da discussão da ação ética, crítica e reflexiva tanto durante o curso como na prática profissional. Em relação ao ensino de ética, acredita-se que, na medida em que o tema ganha força nas análises das organizações, ele pode induzir os administradores a desenvolverem um posicionamento mais reflexivo, crítico e socialmente responsável.

Dialogical relations between public educational policies and technological-pedagogical fluency in teacher training

This paper analyzes how educational public policies and Pedagogical Projects of Courses (PPC) on teacher training in Brazil trace parameters for the integration of networked technologies in the curriculum, in order to improve technological and pedagogical fluency in the training process. This research is justified by the fact that media education is seen as essential, and it ensures both teachers trainers and teachers in training the development of skills and competences for citizenship, as subjects who transform their reality in network. It is based on the dialogical-problematizing Freire education as a matrix for critical analysis of the propositions in public policies as well as feasible and possible educational practices. The methodological procedures of research-action comprised participant observation and discursive textual analysis. The indicators were generated from the mapping of current educational public policies for teacher training at national and institutional levels – respectively, Brazil and the Federal University of Santa Maria (UFSM), locus of the research – and it indicates progress and limit situations for effective media education in higher education. The main scientific results and technological and educational innovations are a diagnosis on the applicability and the impact of public policies in teacher training programs that support and encourage the integration of networked technology in the curriculum of higher education in UFSM. In conclusion, it points to the need for evaluation and continuous deliberation of the PPC in order to expand the integration of networked educational technologies to achieve technological and pedagogical fluency.

Formação Acadêmica em Educação Física: perfis profissionais, objetivos e fluxos curriculares

In this research, characterized as a qualitative study, we aimed to analyze the Job Profiles, Objectives and Curriculum Flows specified in Pedagogical Projects of the undergraduate Courses of Physical Education of public, state and federal universities, in the Sao Paulo state. We also analyzed their articulations and adequacy to the Institutional Pedagogical Project and Institutional Development Plan. The latest Resolutions of Physical Education in Higher Education and conceptualizations of the Pedagogical Project of Course are presented. The method of approach is current History. There was a documental research in order to analyze the official documents. A limited offering of public courses when compared to private institutions was verified and also, there was a greater offering of bachelor degree courses (expanded and generalized formation) concerning health, sport and leisure fields. Courses defined specifically for teachers' formation and educational gap between the pedagogical discourses and the curriculum structures were also presented. In conclusion, this research indicates the necessity of a change in the curricular mentality in order to implement the pedagogical discourses of courses.