Lutas, artes marciais e modalidades esportivas de combate em instituições de ensino superior públicas mineiras: revisão integrativa e análise documental

Abstract

This research addresses the teaching of Fights, Martial Arts, and Combat Sports Modalities (LAMEC) in initial teacher education within Physical Education (PE) degree programs. The teaching of LAMEC in basic education, particularly in school Physical Education classes, still encounters resistance from a significant number of teachers. These professionals often argue that it is impossible to implement this content within the school environment, presenting several reasons for its absence, one of which is the lack of disciplines addressing this topic during their initial training. In light of this situation, it is observed that teachers receive insufficient initial training, which compromises the curricular teaching of this content in basic education. Therefore, the central research question of this study is: Do the curricular matrices of undergraduate PE programs include LAMEC content? From this perspective, the aim of this study is to identify and characterize the disciplines that include this content within PE programs. The specific objectives are: (a) to understand how initial teacher education in PE can serve as a space for disseminating LAMEC content; (b) to analyze the reasons why undergraduate PE programs do not provide LAMEC content; (c) to determine which PE programs include LAMEC content; and (d) to produce a cultural inventory of Brazilian fights in the format of a pocketbook as an educational product. Methodologically, a quantitative– qualitative investigation was conducted, employing an integrative review and documentary analysis for the production of empirical data. The materials were obtained from databases and institutional documents, such as curricular matrices, course syllabi, and pedagogical course projects. A total of thirty-three (33) PE undergraduate programs in the state of Minas Gerais, Brazil, were analyzed. For this study, Bardin’s (1977) content analysis was applied, generating the following thematic categories: academic production on fights within the curricular matrix; epistemic foundations and obstacles to curricular inclusion; cultural foundations and dimensions of fights; and the teaching and pedagogical approaches to fights. The results demonstrate the presence of LAMEC content within PE programs. The global approach emerges as the most predominant discipline in these programs, indicating changes in undergraduate education. Nevertheless, traditional modalities are still commonly found within the curricula, revealing that contradictions persist.