Ontologia, ideologia, currículo e violência subliminar: relações e contradições na educação física escolar

• Ano de defesa: 2016
• Autor(a) principal: Dias Júnior, Marcos Jerônimo
• Orientador(a): Rosa, Sandra Valéria Limonta
• Banca de defesa: Rosa, Sandra Valéria Limonta, Hungaro, Edson Marcelo, Barbosa, Ivone Garcia, Silva, Régis Henrique dos Reis
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Ontologia; Educação; Ideologia; Currículo; Educação física escolar
• Palavras-chave em Inglês: Ontology; Education; Ideology; Curriculum; Physical education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/5708

The class struggle and the contradiction between capital and labor in the current historical moment will constitute the relationship between work, education and school education, reverberating in the field of curriculum and teaching constituting ideological mechanisms and subliminal violence elements. In this context, this study aimed to understand the relationships and contradictions forms between ontology, ideology, curriculum and subliminal violence in Physical Education. Based on dialectical historical materialism, we propose an investigative process that has as its core the curriculum and its role in human development. We start from the following questions: what ontological, ideological and subliminal violence elements are present in the curriculum field and how these relations are manifested in Physical Education? This is a survey that sought to grasp the totality and concreteness of the object from the bibliographic and documentary analysis of the projects, programs and curriculum guidelines of the State of Goiás Education Department, articulated to an empirical research, which in summary we analyze the establishment and implementation of a fetish curriculum. We understand the need of opposition to the fetish curriculum, the importance of teachers and teachers strive to build a unified plan of human formation and education toward the ontological perspective of education.