Professores de Educação Física formados em instituições privadas e a problematização do corpo

• Ano de defesa: 2017
• Autor(a) principal: Pietrine Paiva Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Corpo; Michel Foucault; Educação Física; Formação de Professores; Educação fisica Estudo e ensino; Corpo humano Aspectos antropologicos; Professores de educação física Formação; Aptidão física Aspectos sociais; Educação
• Link de acesso: http://hdl.handle.net/1843/BUOS-AQPN7F

This thesis intends to analyze a perspective of "body", according to Michael Foucault, in physical school education. For Foucault, the "body" is a modelable surface, produced from historically political technologies, which is influenced by relations of power and knowledge. Thus, even the production of knowledge about the body is an exercise of power over it, being related power and knowledge. Throughout the history of physical education in Brazil, the power-knowledge about the body prioritized a simplified translation of it, reducing it through the anatomy and the human physiology. However, since the 1980s, there are new ways to understanding the body that considers historical, political and social aspects. In this thesis, we analyzed the works of João Paulo Medina, Jocimar Daolio and Carmen Lúcia Soares, who are representative authors in physics education. These authors, from different interpretations of the body, contributed to the emergence of new experiences in the field of physics education. However, recent research shows a little emphasis on these new ways of understanding the body in teacher training courses. This is especially true in private universities, which insist in social perspectives, even after reformulation of curriculum guidelines, in 2002. From this context, based on the foucaultian methodological discourse analysis, we conducted nine interviews with physics education teachers who were trained in private universities. It is important to say that these teachers worked in public and private schools and we intended to understand how they problematized the body in their classes of physics education. The results showed two different ways of problematizing the body in physics education classes in schools. The first one is a biopolitics problematization which aims to control what students do with their bodies and to form them with good citizens practices. This kind of problematization was done by the majority of teachers who were interviewed (eight teachers). The second kind of problematization was based on humanist statements and also on the discourse of diversity which considers the body inside the culture, emphasizing issues of gender, sexuality, among others. Just one teacher reports this kind of problematization in his physics education classes. However, based on foucaultian perspective, none of these kinds of problematization of body satisfies discussions about subject in the contemporaneity. Thus, it can be said that the question is offer ethical problematizations in physics education classes in schools.