Özet:

Abstract This essay brings reflections on innovation in the initial formation for the licentiate degree and aims to analyze theoretical, normative and experiential bases that impel the deal with this phenomenon in the Physical Education higher education course. We observed that the emergence of innovation as an element of reflection in Physical Education teacher training comes from its demarcation in curricular guidelines and from its theoretical and methodological exploration in pedagogical projects and in the curriculum. In addition, the daily life experienced needs to provide in its various teaching, research and extension activities the professional development of teachers who understand innovation and its characteristics as one of the sources for acting with quality in the basic school. Curriculum modeling, for example, represents one of the concepts that, worked in higher education, allow thinking and experiencing innovation in the curriculum, attributing to this object an expanded, dynamic and flexible character, favoring the existence of innovative practices in Physical Education.

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