As concep????es cr??ticas da educa????o f??sica escolar: um estudo comparativo dos curr??culos das redes municipal e estadual de ensino de S??o Paulo

• Ano de defesa: 2018
• Autor(a) principal: Freitas, Tatiana Pereira de
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de, Bioto-Cavalcanti, Patricia Aparecida, Sousa, Carlos Bauer de, Freire, Elisabete dos Santos, Gimenez, Roberto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: educa????o f??sica; documentos curriculares; cultura; S??o Paulo
• Palavras-chave em Inglês: physical education; curriculum documents; cultural; S??o Paulo
• Palavras-chave em Espanhol: educaci??n f??sica; documentos curriculares; la cultura; San Paulo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2131

The object of study of the research is the official curriculum of the physical education discipline, proposed for public education networks and municipalities of the state of S??o Paulo, in the period 2007-2018. The definition of this object of study is in the context of the debates that surround the area, both in the curricular concepts as in the education. This is a broad debate, with different conceptual references, as well as different conceptions curriculum and education. The core question that guides our research can be summarized as follows: Which theoretical and epistemological matrices support the curricular orientation documents for the physical education discipline of the municipal and state education networks of S??o Paulo? That the central question runs into more specific ones: How does the debate that takes place in the area of physical education at school express itself in the curricular guidance documents of these networks? In which ways do core issues such as the concept of culture, knowledge, the role of school and physical education be incorporated into the curriculum guidance documents and what meanings do they assume? To what extent do the critical curriculum conceptions that guide the two documents present proximity and distance? The general objective is while studying the curricular orientation of the municipal and state networks of S??o Paulo, to explain the theoretical and epistemological conceptions that guide them, specifically about the conception of physical education, in this way, to map the conceptual and theoretical debate that defines the area. The primary sources of research constitute the curriculum guidance documents, which were produced for municipal and state public school systems in the period 2007-2018 and semi-structured interviews with teachers responsible for organizing the proposed curriculum. The analysis of the documents and interviews was guided by the perspective of the policy cycle of Stephen J. Ball, which considers the construction of educational policies, a process of production of meanings. Data analysis shows that both documents and interviews reveal that the physical education curriculum incorporates significantly elements of the critical debate held by social theory, but the way critical social theory is embodied reveals different epistemological elements. The curriculum of the state of S??o Paulo places the importance of prescription. The curriculum of the municipality is driven by a continuous perspective of curriculum development, focused more sharply on the daily work of the teacher. Epistemologically research reveals that the authors responsible for the organization of curriculum documents are formed by close but distinct fields in the debate of social theory. The authors of the state document are part of the Marxian tradition, specifically in the Gramscian, hegemony, ideology and culture categories. The understanding of education they manifest is defined along the lines of modernity and importance of state action. The authors of the municipal document incorporate in general postmodern conceptions, specifically given by the Cultural Studies and its poststructuralist expression, and work with the idea that social reality is shaped by culture and dispute their meanings.Therefore, the curriculum in this context of disputes of meanings and with it, the State, one of the agents of the process of construction of these meanings.