OS CONHECIMENTOS DE EDUCAÇÃO FÍSICA PARA OS ANOS FINAIS DO ENSINO FUNDAMENTAL: TEXTOS/DOCUMENTOS CURRICULARES DAS REDES ESTADUAIS DE ENSINO DO CENTRO-OESTE (2009-2013)

Abstract

The study is carried out within a university program called School Culture Observatory Study and Research Group (OCE). The study objects of the members are the curriculum texts/documents (TDC) produced for the spaces of formal and non-formal education. These are respectively understood as an instance of school education with institutionalized, structured and systematic educational action; and as a possibility of production, selection and distribution of knowledge outside the curricular structures of traditional teaching. In such a proposition, the Group constructs analyses of the current Physical Education TDC for the final years of secondary schools in the State School Networks of Brazilian Midwest region: the Federal District (DF), Mato Grosso (MT ), Mato Grosso do Sul (MS), and Goiás (GO). Such analyses are outlined by a guiding set composed of the following questions: What specialized knowledge of Physical Education is selected in the curriculum texts/ documents? What justifications are adopted for such selection for the final years of secondary school? Which pedagogical conception of Physical Education guides the prescribed texts/curricula? The following objectives guide the attempt to answer these questions: General – to map and identify the theoretical and methodological bases of the Physical Education field, in order to problematize them in the processes of selection and distribution of specialized knowledge in curriculum texts/documents produced by the Brazilian Midwest state educational networks for the final years of secondary school; Specific – to identify, as part of the theoretical and methodological bases of the Physical Education field, the guiding pedagogical conceptions; to investigate and problematize the presence or absence of these conceptions in the processes of choice and distribution of the expertise of/in Physical Education; to analyze how specialized knowledge is legitimized in the field of Physical Education in the texts/documents selected. The hypothesis is that, for the final years of secondary school, Physical Education is proposed in the midst of pedagogical conceptions supported by ideological confrontations in the process of selection and organization of knowledge, referenced by didactic determinations regarding the organization, development, and evaluation of necessary epistemic-methodological instruments. The research works are approached by the theoretical and/or methodological references of Sociology, particularly Pierre Bourdieu's relational conception; by Curriculum studies/debates, as they are essential in the analysis of prescribed curriculum documents; and by the Policy Cycle Approach, in order to understand curriculum policy and its developments in each curriculum text. In conclusion, the specific contours of debates and conflicts/disputes in the field of Physical Education are identified, particularly in the process of selection, organization and distribution of knowledge, based on the pedagogical conceptions mentioned. Such contours indicate that the process of apprehending Physical Education as an autonomous scientific field, outlined by the prescribed TDC analyzed, is part of the official knowledge policy, or national curriculum and evaluation policy, promoted locally and/or regionally.