Introduction

One of the concerns observed in the daily practice of the Physical Education profession, which favors the gaps and weaknesses in the performance and diffusion of the profession in the different spaces, is the formation of the professional of Physical Education in Public Health.

The Physical Education of its origin in the Brazilian context was closely linked to the military institutions and to the medical class. In the 1930s, in Brazil, within a world historical and political context, the army became the main institution to lead a movement in favor of the "ideal" of Physical Education that was mixed with patriotic objectives and military preparation. The eugenic discourse soon gave way to hygienic and disease prevention objectives. These can be worked within an educational context (PCN, 1997).

In this way, it can be observed that Physical Education, from its origin to the present, is marked by great influences ranging from practices, militarists, hygienists, in which the fundamental concern was hygiene and health, even the body culture, which goes far beyond simple body movement. In this way, the social importance of the profession and its historical context are responsible for the conquest of new directions in which they are being increasingly delineated (CHAGAS; GARCIA, 2011).

In this way, the area of Physical Education today contemplates multiple knowledge produced and enjoyed by society regarding the body and movement. Among them, cultural activities of movement for leisure purposes, expression of feelings, affections and emotions, and with possibilities for promotion, recovery and maintenance of health are considered fundamental (LIMA, 2013).

Until recently, and for a long time, this area was seen only as a curricular discipline presented in Basic Education and/or linked to Sports Training. After a few years, research began to emerge with regard to physical activity. In which it can be verified the importance that its practice can provide in the prevention of noncommunicable diseases, as well as, the problems that the physical inactivity can provoke in the health of the individual.

From these researches, Physical Education came to have acceptance in the field of public health. However, it is believed that the formation of the Physical Education professional, to work in the health system, is still seen in a complex and sometimes even paradoxical way.

According to Benedetti et al. (2014), the health sector requires a comprehensive education, with wider knowledge and skills and different possibilities of interventions at institutional, community and political levels, considering the principles of the Unified Health System (SUS, Portuguese initials) and this is not yet the reality of the initial formation of Physical Education teachers. Thus, the study aims to analyze the training process of the physical education professional for public health, through an integrative review.

Methodology

The integrative review includes the analysis of relevant research that supports decision making, enabling the synthesis of the knowledge state of a given subject, and pointing out knowledge gaps that need to be met with new studies.

The steps taken to operationalize the research were: identification of the theme and selection of the research question, search in the literature/establishment of inclusion criteria, categorization of studies, evaluation of studies included in the integrative review.

Having as guiding question: how is the scientific production on Physical Education and its process of training for health in our country?

For the identification of the object of study in the literature, electronic bibliographic research was used in the following databases: Latin American and Caribbean Literature in Health Sciences (LILACS, Portuguese initials) and Scientific Eletronic Library Online (SCIELO) portal. In that for LILACS the access was via Virtual Health Library (VHL).

The selection of articles was from June 2018 to January 2019, with a search strategy combining three terms (Descriptors in Health Sciences DeCS: physical education, health professional training, and SUS) associated with boolian operators "and" and "or".

The inclusion criteria were articles published in indexed journals in the electronic databases mentioned above, available in full texts, written in Portuguese and discussing the research objective. As an exclusion criterion, productions that were repeated or those that did not provide access to the complete work for further analysis.

In order to select the articles, the following steps were taken: reading the title followed by the abstract, which resulted in the selection of those who could possibly discuss the proposed objective. To organize the data a table was prepared in Microsoft Word software, containing article title, year of publication, objective and considerations.

To analyze the data, a floating reading of the tables was done which in the end generated a thematic nucleus - Health education: the effects of its timid appearance in undergraduate courses in physical education.

Regarding the ethical aspects, it is emphasized that the authorship and referencing rules of the publications used were respected. Since this study is an integrative review of available and existing productions on the subject, it was not necessary to submit to an Ethics and Research Committee.

Filtering through the chosen words, besides the inclusion criteria, was found 100 articles and after reading them thoroughly, there were only 10 articles.

Results and discussions

It is important to highlight the great value of the promotion in studies that enable the analysis and reflections of how the process of formation and insertion of physical education in the health area is found.

Of the 10 articles found that met the objective of the present study, three of them deal with the physical education professional in public health, one presents both the training and performance process, and the others seek to present questions related to the formation of physical education, with emphasis on health education in undergraduate physical education courses. The year of publication ranged from 2010 to 2018.

From the studies found, there is a mixture of types of study, both from bibliographical researches in which discussions and reflections related to the proposed objective were presented, as well as from field research, with the questionnaires involving the degree of competencies of health promotion among the graduates of the health area courses.

In this sense, a brief summary of the works is presented, the results of the search are expressed in the following table:

Formation in Health: the effects of its timid appearance in undergraduate courses in physical education

Physical education in recent years has evidenced possibilities for expanding knowledge in the field of health. The curricular guidelines anticipate that the entry of the course may be responsible for the promotion, prevention and protection of individuals' health. For this, it is necessary that the courses can offer a theoretical base in a way that substantiates the quality of training of these professionals.

According to Freitas (2013), transformations require theoretical and practical knowledge to guide professional work, based on SUS principles; a health concept that contemplates the complexity of the field; effective approximation between teaching and service; and respond to the health needs of the population.

The graduation in health, of which physical education is a part and example, does not prioritize the integration between teaching and work, nor is focused on a theoretical-conceptual and methodological training that enhances competencies for integrality, including addressing the health needs of the population and the development of the health system (FREITAS, 2013).

It is necessary that a theoretical-methodological reference be able to organize and plan health work so that physical education is evaluated and re-significated.

Studies on SUS and Collective Health occupy a place of little prestige in the curriculum. The increasing demand for professionals able to work in the SUS did not made for an effective interdisciplinary training focused on health needs (PASQUIM, 2010).

Care in vocational training for health work is paramount for a reorientation of the health system. In view of this, the need to qualify both in the academy and in the field of action of health professionals as a strategy against the changes that occur in the health sector.

Pasquim (2010) states that the objective of approaching public health / collective health requires that Physical Education think about two major problems to be faced: the breakdown of the hegemony installed and strengthened by the scientific production and by the performance of Physical Education professionals; the reorientation of the process of academic formation, historically little concerned with the consideration of the global determinants of human life, intervening factors of the health-disease process, and even less with the public health system.

These reflections have been significant for the debate about the relationship between Physical Education and health, since these works have contributed to broaden the focus, demonstrating that the simple organic effect of physical activity is insufficient to promote health when one thinks in the social determinations of the health-disease process (PASQUIM, 2010).

In this perspective, the higher education of the health courses, more specifically of physical education, which is the focus of this study, requires a greater direction for the student, with a view to a better understanding of the practice scenario in order to better qualify their training and the work of this future professional.

According to a survey carried out in Manske's study (2017), it was noticed that the investigated students said little or nothing about the SUS and the structures that organize its operation, which indicates, from excerpts from its lines, that they would not know how to act in this professional space. This finding reverberates not only in an inadequacy of professional training for this field, but also, and above all, corroborates that the functioning of the principles guiding the SUS are disqualified, implying greater difficulties in advancement in Brazilian Public Health by newly graduated professionals.

Although there are many weaknesses in the training process, professional and university training measures are happening in order to meet the demand and especially the SUS principles. It can be mentioned that the indicatives of this process are PET-Saúde and Multiprofessional Residences, in addition, another possibility of action that can be pointed out is the internship of living in SUS, the program VER-SUS, in which academics make an immersion, although short, in this universe that can act in the future..

Although still limited to a small number of students and institutions, PET-Saúde, on the other hand, is a potential strategy to respond to the proposals of the Ministry of Health regarding SUS and, on the other hand, facing the impasses of distance between university and society. It is a recent initiative and has effectively opened and expanded relations and dialogues with the SUS, especially during training, as it is a critical period in the student's life (PRADO, 2016).

It can be glimpsed that there is still a timid insertion of students and professionals of physical education in the Unified Health System, mainly compared to the other areas of health. However, interests in studies and research by researchers can be observed in participating subjects in the field of Public and Collective Health and its intervention guided by the principles of the SUS, letting you understand that this area has much to be conquered and worked in the training process.

Knowledge synthesis

Studies on physical education and health have increased in recent years. Researchers and research groups are increasingly interested in studying about this area of activity.

From the research in this scenario, some fragilities are evident. In order for physical education to be strengthened in the context of public health, it is necessary for undergraduate courses to understand and value the need to address the area in curricular subjects.

The analysis of all the articles allowed us to perceive the existence of a confrontation of difficulties that can be visualized in some levels of complexity. The basic attention considers the work of the professional of physical education very important allied to the ESF and NASF, in view of being great responsible in the prevention and promotion of the health through the practice of the physical activity in the groups and communities, but in the vision of managers and other professionals , physical education is still limited to interventions in public health, since they believe that this area is totally geared towards biological and physiological discourse, that is, still far from the biomedical discourse.

Regarding health education, there was a timid appearance of the curricular subjects with greater directions to collective health, public health or even the Unified Health System, which, according to the studies, results in a rather fragmented public health basis in undergraduate courses.

It has been identified in some studies that today programs like PET and Residency have appeared within the training, however their insertion is still little seen in the majority of the universities that offer the course.

Knowledge of the profile of future Physical Education professionals in the health area can reveal issues related to their identification with work and preparation for working in health services, as well as contributing to the improvement of both services and training institutions.

It is important to highlight that the basis for the organization of the training process, as well as the analysis and evaluation of the curriculum, requires the determination of this professional profile. Therefore, it is fundamental that the training institutions can present a work of development and permanent restructuring of the professional profiles and careers under their responsibility.

In view of this, the interface between training and professional performance must be closer and closer, so that they can contribute mutually to achieving the common goal of making health work reality closer to the SUS principles.

When this study was initially idealized there was interest in studying the theme Physical Education and Training for health. The original idea goes to the study of current possibilities of Physical Education formation.

Given the findings, we believe that it is necessary to discuss curriculum and teaching at the University for student training, with emphasis on disciplines and projects that focus on health conceptions.

Final considerations

Concerns about the object of study that led to the deepening of the thematic, having as a method the integrative revision, allowed to contribute to demonstrate how the physical education professional's training paths in public health are. It was perceived from the literature that these professionals have a weak curriculum basis regarding the subjects involving the study of health, evidencing a level of complexity in the implication of this study process.

The training of the health professional, in our case, that of the professional of Physical Education is guided by the Pedagogical Projects of the Courses, however it is essential that what was planned happens so that the objectives outlined are achieved. The curricula, in addition to aligning the guiding proposals for health education, should also meet the academic community's aspirations, since it is they who (re) construct the training courses in Brazil.

The literature analyzed contributed to understand the perception of the physical education professional in the face of the initial formation influences and of the work in the locus of professional performance in Public Health service, bringing reflections on the influences of these processes in the professional performance.

In this way, we can see some counterpoints regarding the organization of activities of the Physical Education professional in this field of action, especially regarding the initial and continuing training focused on this area.

Faced with this, higher education institutions need to present a greater base in the disciplines that work the study of public health, public policies of multiprofessional work, health promotion policies, collective health, with a view to integrating the greatest possible knowledge to the graduates who can future come to work in this field.

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