BNCC and its political-pedagogical conceptions for education and physical education: some approaches

Abstract

This article aims to identify the possible pedagogical theories that underlie the BNCC document, in its general proposal and in the specificity of physical education, and the determinations of these concepts for school practice. The analyzes took place using the hermeneutic-dialectic categorization and interpretation technique (MINAYO, 1992). From the analyzes, we believe that BNCC presents strong approximations with the constructivist conception of learning, by prioritizing the construction of subjective capacities, such as the search for "learning to learn", "being autonomous" and "protagonist". For the specificity of physical education, we identified the relationship with the critical-emancipatory theory when aiming at the development of skills and with the use of the term “body culture of movement”, when considering the constituent elements of physical education. Thus, we conclude that the BNCC document prioritizes the development of society based on the construction of flexible, individualistic and (in)capable of altering their reality, determining a process of emptying of content to be historically appropriated by students, being this the current materialization of a movement started in the 1990s with neoliberal, postmodern and neoconservative policies.