Entre a legislação e a interpretação : o currículo da educação física na rede de Serra-ES
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Data
2016-07-27
Autores
Lima, Amarilton Cesar Nascimento
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Editor
Universidade Federal do Espírito Santo
Resumo
This work seeks to analyze the dynamic process of building agreements about a
curricular orientation of the Physical Education knowledge area in a Municipal
Teaching Network, whose conception is expressed to the community involved,
formally, through an artifact (guideline, proposal, orientation, Curriculum or curriculum
basis). In order to find evidence to help us construct answers to the following
questions: What role does a curricular guideline have in the current context? Is it
necessary, or is it possible, a curricular orientation, given the plurality of pedagogical
conceptions at stake in the field of contemporary school physical education? The
analysis of the construction, as well as the repercussion of this proposal was made
through a field study, which involved: participation in the meetings of continuing
education of Physical Education teachers offered by the Municipal Education
Department; A semi-structured interview with five teachers participating in the
training, the two training coordinators involved in the construction and implementation
of the curricular proposal, two advisors from the University hired to elaborate the
guideline and the representative of the Municipal Education Department who
coordinated the entire process of document construction Of the municipal curricular
guidelines. We opted for the attempt to operate content analysis as indicated by
Bardin (2009) and Souza Júnior et al. (2010), as a possibility of interpretation of data
in qualitative research in the area of PE. We operate a sociological analysis of this
process from the reading keys proposed by Bauman (1998, 2001, 2010) and
Habermas (2000, 2004). From this reflection we can indicate that there are
phenomena identified as pluralism, hybridism or conceptual syncretism in the area of
Physical Education, fruit of the different formative traditions of the subjects, which
complicate the dialogue around the curriculum. This leads to such guidelines for
more "legislative" proposals (Bauman, 2010), making it difficult for many to relate
theory and practice.
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Palavras-chave
Physical School Education , Curriculum , Relationship theory and practice , Educação Física Escolar , Currículo , Relação teoria e prática