Fundamentos teóricos metodológicos da educação física presentes na BNCC do ensino médio

Abstract

The study sought to investigate the Political and Pedagogical Foundations of Physical Education expressed in the BNCC of high school. For this to happen, we seek to answer the following question: Does the BNCC construction process of the High School absorb and express the accumulation of debates and productions regarding the pedagogical approaches to Physical Education? On the elaboration of the problem, we hypothesized the following hypothesis that served as the guiding thread for this study: the BNCC of High School does not express the debate and accumulation of pedagogical approaches to physical education, so that the construction of this Base did not provide a wide debate between the individuals who are present on the school floor and society in general. Thus, our objective was: to discuss the theoretical and methodological foundations that mark the BNCC proposal and the School Physical Education; identify the curriculum concepts expressed in the Base document; discuss the political and pedagogical aspects of the proposal of Physical Education at BNCC; discuss the contradictions expressed in the relationship between government and civil society, exposed in the elaboration of BNCC as a State policy. The construction of this work was based on the defense of dialectical historical materialist knowledge theory, and as a research technique, we use content analysis. In this way, we seek to present a discussion about Education and what role it has been fulfilling in capitalist society, as we have also made an effort to address the historical, political and pedagogical aspects of the National Curricular Common Base, and thus understand it beyond an educational politics. We use Historical-Critical Pedagogy to problematize the issue of curriculum and Physical Education present at the BNCC. Once we have done this, we have analyzed the document, evidencing the theoretical methodological foundations of Physical Education present at the BNCC in high school, starting from a political context in which a legal-parliamentary and mediatic coup was instituted. In presenting the final considerations, we express constructive criticisms of the construction of BNCC in this way in which it presents an alignment of the Brazilian educational policy with the interests of the neoliberal State, taking care of the booklet of the international organisms, to the detriment of a wide and effective popular participation in the construction process of BNCC. The document unfeasiblePhysical Education in high school, depriving individuals of access to knowledge of body culture.However, we affirm that, in this historical moment of advancement of a neoconservative policy, it is fundamental to defend Historical-Critical Pedagogy, coupled with the Critical-Overcoming approach of Physical Education, in the understanding that this theoretical base contributes to potentiate the struggle of those who they propose to defend access to scientific knowledge, the public school, free of charge, of quality and for all