THE PHYSICAL EDUCATION TEACHER'S UNDER FIRST AID: A REVIEW.

However, after graduation many teachers do not update their knowledge in first aid, thus generating, unprepared for an emergency situation. Consequently, difficulties will be encountered that may impair the out-of-hospital care of the victim, such as: mistake or omission of first aid, due to the psychological state in which the teacher is faced with the situation. There are several studies on this topic, however, there is not consensus and the information is dispersed in the literature. In this way, the objective of this bibliographic review is to address the preparation of physical education teachers in the school environment related to first aid.


INTRODUCTION
In this way, the physical education teacher has a key role in school, being essential in different cases. Upon receiving training during the undergraduate physical education course on how to act in emergency situations, the teacher may act in unequal situations. Since, the teacher is the first person to have contact with the victim, it is their responsibility to provide first aid reinforcing their importance to know the basic rules about them (SÖNMEZ; USKUN; PEHLIVAN, 2014).
Original and review articles were used between the years 2010-2018 obtained from researches in electronic databases and scientific sites of free access: (Scielo-Scientific Electronic Library Online, Periodicals Capes and PubMed), where the terms Physical Education, First Aid, Injuries, School, Emergency, Teacher and Knowledge were described. The exclusion criterion was established so that papers that did not present information related to the topic "First Aid", and which did not contribute to the composition of the review were excluded after reading. Only articles containing the International Standard Serial Number (ISSN) were selected. In addition, articles were selected in Portuguese, English, and Spanish. The descriptors by subject used for the research were: First aid; Teacher; Physical School Education

A BRIEF HISTORY OF SCHOOL PHYSICAL EDUCATION
In Europe in the end of the 18th century and the beginning of the 19th century, Physical Education appears in the school environment through physical exercises in the cultural form of games, gymnastics, dance, riding; Time and space in which the formation of the national systems of education was constituted characteristic of the bourgeois society of that period.
Physical strength was exalted, since it became a labor force, where its use produced wealth that generated profit for society from context needed to "build" a new man: stronger, faster and more entrepreneurial. Therefore, there is a concern with the care of the body in the sense of maintaining the instrument of work, the state authorities start to "worry" with the workers and include the formation of hygienic habits such as: bathing, brushing teeth, washing the hands. Physical exercises were also included, being seen exclusively as a hygienic factor (SOARES, 2009).
The obligation of Physical Education in the school environment in Brazil comes through the Reform Couto Ferraz in the year 1851. This reform brought the obligation of Physical Education in the Brazil schools of all cities generating conflicts and resistance to the accomplishment of the activities, further, it was associated with military institutions (BRASIL, 1997).

THE ROLE OF THE PHYSICAL EDUCATION TEACHER IN SCHOOLS AND FIRST AID
The teacher's action of physical education in the face of an accident is fundamental, when considered its importance from this action that will result in a state of improvement or aggravation of the injury. Moreover, the teacher is the first person to have contact with the victim, which highlights the importance of the action and preparation of the professional to perform the necessary first-aid procedures (ESTEVES et. al., 2015).
During your undergraduate course, the teacher receives training related to first aid and after the completion of the course is theoretically able to perform the necessary first aid procedures. However, the lack of continuous training in the subject results in the forgetfulness of the content soon after certification, having a rapid deterioration of knowledge on average from two to six months (ANDERSON; GAETZ; MASSE, 2011).
This last factor generates unpreparedness and insecurity in the school environment under accidents, where teachers often moved by emotional and psychological factors end up making it difficult to care for the victim or even omitting the help (JESUS; SOUSA, 2015).
The opposite also occurs when the teacher is prepared to perform the necessary first aid procedures; the procedures are performed in a proper manner, conveying safety for both the victim and the others present at the accident site. The physical education teacher is subject to an accident in the school environment, especially when it comes to the place where the practice of physical activity is performed. It is up to that professional to perform the necessary first aid procedures. In this way, the continuous formation is presented as a way to avoid the disorders presented previously. Even so, teacher preparation promotes a safer practice through preventive measures of accidents that should be taught by the teacher. Finally, insertion of the content "first aid" in physical education classes is a pedagogical strategy to be used with the aim of preventing and preparing students for possible accidents defended by various authors (EXTREMERA; JIMÉNEZ, 2013; COSTA, et. al., 2015;MATOS;SOUZA ;ALVES, 2016).
The school physical education teacher is not prepared to perform the necessary first aid procedures. This lack of preparation is a result of the absence of continuing education in first aid after graduation, which is pointed out as a means of keeping teachers up to date and prepared.
Altogether, the importance and social relevance of first aid knowledge in the face of an accident at school. Physical

CONCLUSION
The authors Bernardes, Maciel and Vecchio (2007), presented in their study a conflict of ideas regarding the preparation of the school physical education teacher to act in situations that need first aid. In the initial information of this study, the authors affirm that the teachers feel able to carry out the First aid with a regular level of qualification. However, according to the final information of the study, the teachers who participated in the research had an unsatisfactory level of knowledge. Then, they concluded that the teachers did not have the mastery of the content applied in the research.
However, Silva et. al. (2017), emphatically teachers are not prepared to perform the necessary first aid procedures, so it is up to them to undertake continuous training in order to be prepared to act in emergency situations. This comparative analysis was performed between articles used for the composition of the present study through the following topics: Inclusion of content in classes, physical education teacher must perform first aid, physical education teacher is not prepared to perform First Aid and the Physical Education Teacher must carry out the continuing education. It was verified that some authors presented positively the inclusion of the content "First Aid" in the classes of Physical Education pointing out as a pedagogical strategy to be used by the teachers. Based on a quantitative analysis of the data, of 40 (forty) articles used, 17.5% of articles dealt with the inclusion of "First Aid" content in class. While other authors approached the topics differently, 30% of the articles affirm that the Physical Education teacher should perform the necessary first-aid procedures, but are not prepared to perform them, and because of this, it is incumbent on them to perform training to stay current. 10% of the papers say that content inclusion is necessary, but the teacher is not prepared and it is up to them to carry out continuous training. 20% of the articles address the inclusion of content and the teacher's duty to perform the necessary First Aid procedures. Only 2.5% of the articles address in a central way the lack of preparation of the Physical Education teacher and their duty to carry out a continuous formation. Only 5% of the articles addressed the physical education teacher's commitment to perform the necessary first aid procedures. Finally, 15% of the articles discussed on all topics presented.
Extremera and Jiménez (2013), analyzed in their study the insertion of the first aid content in the physical education classes. They aimed the preparation of the students for possible situations of accidents in the day to day. Costa, et. al. (2015), defended the same idea corroborating previous study. Regarding the duty to perform the necessary first aid procedures, Esteves et. al. (2015), studied in their article the responsibility and duty of the physical education teacher to perform first aid considering that the teacher is the individual who is most likely to witness an accident. Rodrigues and Rodrigues (2016), also contribute to this idea.
Source: BATISTA, J. W. N., 2018. Table 1 -Approach of the contents "First Aid" according to each author.