Physical Education is fit as an occupation that has gained their professional authority using mechanisms to claim new jurisdictions and social status. However, it is not clear how such mechanisms constitute supporting physical education in the process of professionalization. Given this context, this work aims to meet the new central devices, agents, processes, training, professional practice, used by physical education that contribute and hinder the professionalization of the field. This study will be quantitative and qualitative and assumes that the profession is a system with macro and micro - social. To study the macro dimension of Physical Education , will use the systemic-analytical model, with reference to the profession systemic theory. At this stage , quantitative data will be collected on the intellectual , administrative and practical segments with the Federal Council of Physical Education ( CONFEF ) , labor unions and professional representation . Will use descriptive statistics (frequency and distribution of data ) for viewing the occupational status of Physical Education . At the level micro social, symbolic interactionism references will be used to identify the meanings and conditions of professional career. Will be carried out semi-structured interviews with representatives of professional segments intellectual, administrative and practical formed in 1998 (year of professional regulation of Physical Education ) and 2008 ( year of the first classes of graduates, before reformulation of graduate and bachelor's degree in Physical Education, started in 2004 ) in order to understand how physical education has been constituted in the professional system . The qualitative material will serve to map the demands , disputes , adjustments , advances and setbacks in the professional structure of physical education throughout his 15 years as a professional category .
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