THE "RHYTHMIC AND EXPRESSIVE ACTIVITIES" APPROACH IN THE CURRICULUM OF LICENSING COURSES IN PHYSICAL EDUCATION IN RIO DE JANEIRO

Abstract

We aimed to verify how the content block “Rhythmic and Expressive Activities” (REA) is being dealt with in the minimum curriculum of Physical Education (PE) courses at public educational institutions (HEIs) in the State of Rio de Janeiro, namely: UFRJ, UFFRJ, UERJ and UFF. To guide this objective, we are followed by the question: how are "REA" approached in the minimum curriculum of PE undergraduate courses in these HEIs? Methodologically, this work is of a qualitative and descriptive nature, promoting a documentary analysis of the menus of the PE courses of the respective HEIs. As a result, we show that, in addition to unequal training in terms of work content, only two subjects in the four curricular matrices had words with an explicit connection to the content of rhythmic and expressive activities; three of the four universities present the content of their menus tied to folk questions only; and the total workload offered on this content in the training of graduates in PE corresponds to 6.5% of the total sum of the compulsory workload, denouncing little attention to this content in the training of PE teachers.