O professor de educação física e o currículo paulista : entre a lógica de controle e possibilidades humanizadoras

Abstract

The Common National Curriculum Base (BNCC) is a national curriculum policy, approved in 2017, and which has been presented to society by its supporters and supporters as an essential proposal to alleviate educational inequalities and improve the quality of Brazilian education, generating effects positive results in the labor market and in the country's productivity levels. However, according to recent analyzes and studies, endorsed by national entities in the field of Education, such as ANPEd, ANFOPE and CNTE, which bring together important groups of educators and researchers, the BNCC represents an obstacle to the realization of the right to education, to autonomy of schools and teachers, and the expansion of significant knowledge that allow overcoming difficulties present in the multiplicity of contexts that coexist in the Brazilian reality. In São Paulo, reading the texts that make up the policy named “Paulista Curriculum”, allows us to infer that such proposal is broadly in line with the principles and logic of the BNCC. With this assumption, this research aims to understand how the conceptions of education underlying this curriculum policy, as well as the skills and competences defined for the Physical Education Curriculum, in the "Paulista Curriculum", limit or enhance the development of this curricular component before of the concrete challenges of the public school and the school community, in a critical-liberating perspective. For this, a qualitative analysis of official and institutional documents will be carried out, as well as the perceptions and practices of teachers who have been developing their work under the aegis of the “Paulista Curriculum”, having the inspiration of dialectical-materialism as the theoretical-methodological foundation. According to authors such as Michael Apple and Henry Giroux, the curriculum is a great force for social reproduction, however, dialectically, it is also a space for resistance and transformation, hence it is essential, in this investigation, to analyze the emancipatory trends that can be glimpsed in the practice of physical education teachers in Baixada Santista, even in times of restriction of freedom and precariousness of the profession. Paulo Freire's pedagogy will be used as a central reference to understand and interpret the data produced and announce humanizing possibilities for education. To this end, a cycle of debates was carried out with the Physical Education PCNPs of the Santos and São Vicente Teaching Boards, in addition to a pre-structured questionnaire sent to state school teachers. The results demonstrate how curricular policies impregnate the pedagogical practice of neoliberal assumptions and values, but also show possibilities of resistance on the “ground of the court” on the part of the teachers and coordinators of Physical Education who “dare” to dialogue with the community school and change its practices, bringing to light discussions relevant to the fields of curriculum and teachers training. This research is relevant to the fields of Curriculum and Teacher Education, as it discusses crucial elements for educational policies committed to socially referenced quality, and problematizes the notion of "single curriculum", which exists in different Brazilian states and municipalities in conjunction with the BNCC.