Training of Physical Culture professionals for community care of Parkinson's: a pedagogical perspective from practice

Abstract

Community-based care for Parkinson’s disease requires professional training in Physical Culture that integrates pedagogical, ethical, and social knowledge through situated praxis. This article analyzes the formative strategies needed to prepare Physical Culture professionals in community contexts, with emphasis on care for individuals with Parkinson’s. It is based on a humanistic and transformative conception of education, where the professional acts as a facilitator of physical, emotional, and social well-being. The research followed a qualitative approach, including document analysis, expert interviews, and systematization of pedagogical experiences in Cuban communities. The results highlight the need to strengthen competencies in empathetic communication, design of adapted physical activities, and coordination with community support networks. A training model is proposed that links theory and practice through ethics of care, inclusion, and active participation. The conclusions point to the urgency of redesigning Physical Culture training programs to address the challenges of population aging and neurodegenerative diseases in community settings.